Tag: Human Resource Management

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– ## Module4milestone.docx – ## Josh.pdf – ## Module3milestone.docx – ## Module2milestoneneedsassessment.docx – OGL554Milestone2CurriculumandLearningOutcomes.pdf – OGL554NeedsAssessment.pdf – OGL554NeedsAssessment.pdf – AnnotatedBibliographyMinzer.docx.pdf **## Module4milestone.docx** Module 4: Mile…

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Assignment Prompt & Instructions

– ## Module4milestone.docx

– ## Josh.pdf

– ## Module3milestone.docx

– ## Module2milestoneneedsassessment.docx

– OGL554Milestone2CurriculumandLearningOutcomes.pdf
– OGL554NeedsAssessment.pdf
– OGL554NeedsAssessment.pdf
– AnnotatedBibliographyMinzer.docx.pdf

**## Module4milestone.docx**

Module 4: Milestone Check-in Learning Design

·
**Due** Saturday by 11:59pm

·
**Submitting** a text entry box or a file upload

Please write a paragraph on the actual delivery plan of your final project. Please provide your RATIONALE for the delivery plan by connecting it back to the type of organization and organizational goals. You can write directly into the dialogue box. This should be approximately 300 words. If you elect to do a training manual for self-directed learning, you will need to have some way to assess the efficacy of this medium.

Please specify the medium of delivery and remember if you are going to deliver this in a traditional format — you must record it and upload it for your final submission.

**## Josh.pdf**

Josh

I have discussed the delivery plan in detail in my previous write-ups for my curriculum outline;
however, I will reiterate for the check-in. As a prerequisite for my training, the advisors will be
provided with a copy of the advisor training manual, which is in the form of a virtual PDF. The
advisors will be instructed to read through BBYO's definition of their roles and then be asked to
go to BBYO's website to read over their mission and four core values. The beginning of my
training directly relates back to the organizational goals because I will hold a discussion with the
advisors where we will talk about how they believe their roles relate to BBYO's mission and core
values.

As of now, my goal is to find a time in my advisors' schedules to deliver the training in person
over a catered dinner. However, as I mentioned in my needs assessment, it is fairly difficult to
get my advisors together consistently. I am sending an email out to them this week to discuss
their availability to assess the possibility of it my training happening in the next couple of weeks.
If not, I may have to deliver the training over Zoom to whomever can attend.

I see two alternatives in a worse-case scenario. The first would be to individually find a time to
deliver my training in multiple groups depending on the advisors' availability. This would allow
me to stay consistent with the post-training part of my curriculum by knowing exactly when each
advisor finishes the curriculum to later conduct a proper evaluation. The second alternative
would be to change the curriculum so that it is a self-paced training that they can do in their own
time. The advantages of this would be that the advisors do not need to agree on a time to meet,
however, it would take away all of the curriculum that emphasized learning through discussions.

**## Module3milestone.docx**

Module 3: Milestone Two "Curriculum and Learning Outcomes" (directions are attached in module 2 directions)

·
**Due** Jun 7 by 11:59pm

This component of the project requires students to utilize the information obtained in the needs analysis and the alignment with organization goals and resources to develop curriculum and consider other learning needs within the organization. Students will delineate the three phases (pre-training, learning event, and post-training) and develop curriculum for the training through the use of a curriculum road map that includes learning objectives. It is important to be realistic as you are not developing an entire course but one aspect or module of the training for the class. Developing an entire curriculum is beyond the scope of the class. So, students are to select ONE area from the curriculum to develop a training module. Please note that it is important to select an area within the training needs that is not overly complicated yet robust enough to satisfy the requirements of your final project.

This milestone requires students to build the curriculum road map (see page 225 in text) and then select a component of the curriculum to designate as your training module. So, in essence, students will devise the curriculum and then select a portion of the curriculum to develop for the final project. This milestone includes the following:

1. Three phases, curriculum outline and course objectives for training course

2. Component of the Curriculum designated for the final project and 6 measurable learning objectives

3. Draft of the Evaluation Design

This assignment should be no more than 6-7 pages. Remember to select an area that aligns with the data collected in the needs assessment and the works well within the mission and vision of your organization. Please review the rubric BEFORE starting this milestone to ensure all elements are included.

This assignment does not require a title page or citations but should look like this:

1. Introduction should address a clear connection to needs assessment and organizational goals and rationale for WHY this particular topic was selected. Students should title these one to two paragraphs as "Introduction and Rationale."

2. The second component should include the three phases. Students may use a diagram if they wish or a paragraph or two description will suffice. This should be titled "Three Phases." (both the "Introduction and Three Phases" should be no more than a page each).

3. Outline of curriculum and course objectives should be titled "Course Objectives and Curriculum Outline." This should be approximately two pages in length with a succinct rationale for the selection of Bloom's in the course objectives. This page should begin with the course objectives, succinct rationale for the selection of Bloom's Taxonomy and the outline.

4. Section of curriculum student develops for final project with more detail and specific learning objectives broken down for each of the component of the training module. Again, students need to provide a succinct rationale for why each Bloom's verb was selected. This should be titled "Final Project Learning Plan."

5. The last section should include the title of "Draft Evaluation" and be approximately one page. I do not expect this to be in "ready" form because, as you develop your curriculum, things may be modified. BUT it is important to start thinking about how you are going to assess the efficacy of the training.

This milestone can be single spaced and does not require citations. This is really your plan for the final project. Please remember that is this is a graduate level work so please think through each component carefully.

**## Module2milestoneneedsassessment.docx**

**Module 2: Milestone One "Needs Assessment" (you can make up the topic, but make sure that it is about a topic that you can add on from week to week. This is the first one, and I will also pay you for the second and third one.**

**Here are examples of what it is supposed to look like from week to week.**

**Josh's Milestones, Annotated Bibliography and Final Project Materials**

**Milestone 1 Materials:** [**OGL 554 Needs Assessment.pdf**](https://asu.instructure.com/courses/223375/files/108890121?wrap=1) **I attached separately**

**Milestone 2 Materials:** [**OGL554 Milestone 2 Curriculum and Learning Outcomes.pdf**](https://asu.instructure.com/courses/223375/files/108890123?wrap=1) **I attached separately**

**Milestone Check-in Learning Design:** [**Josh.pdf**](https://asu.instructure.com/courses/223375/files/108890067?wrap=1) **I attached separately**

**Annotated Bibliography:** [**Annotated Bibliography Minzer.docx.pdf**](https://asu.instructure.com/courses/223375/files/108890117?wrap=1) **I attached separately**

**Final Project:** [**OGL554 Final Project.pptx**](https://asu.instructure.com/courses/223375/files/108890114?wrap=1) **I attached separately**

·
**Due** June 7 by 11:59pm

**Milestone One: Topic and Rationale (100 Points Total)**

This milestone sets the stage for your final project. Please think it through carefully. This project includes students developing a comprehensive needs assessment. In order for training and development to be comprehensive and strategic, and for organizations to supply the necessary capital to support it, there must be a demonstrated need that aligns with the mission and vision of the organization. This is the assignment where you develop (and administer) the needs assessment.

In addition to the actual needs assessment and results, students will need to verify that the needs assessment aligns with the overall mission and vision of the organization. If you are not currently at an organization, please note that you may select an organization where you would like to work.

In order maximize the points for this assignment, students will need to analyze the mission and vision of the organization, develop a needs assessment, administer the needs assessment, report the results, and report how the assessment aligns with the overall mission and goals of the organization. Documentation needs to be provided that each component was addressed. In addition, students will then situate or contextualize their results within the frame of the strategic needs of the organization. Students will provide support based upon the organization’s mission, vision, and resources. Lastly, students will detail the three layers of needs analysis, (organizational, person, and task) and why each one was used and important in aligning with the strategic mission and vision within the organization.
**Please review the rubric and the details in Module 2 BEFORE starting this milestone**.

**Details**

This assignment should be organized in a manner that highlights each component was completed:

1. Statement of mission and vision of organization;

2. Needs assessment rationale and actual needs assessment distributed;

3. Results of needs assessment in graph, chart, or table format;

4. Alignment of plan based upon results with the mission and vision of the organization;

5. Three components of needs analysis.

This assignment should be viewed as something you would provide your executive leadership team. It should be polished and professional. Students need to use APA citation, graduate school writing conventions, and should be well-designed. Students should include a table of contents, clear report sections, and appendices (if necessary). This report should be about 10-12 pages in length including the charts/graphs/tables of the needs assessment.

\*\* Review the following:

**METHODS USED IN NEEDS ASSESSMENT**

Various methods may be used to collect information. No one method is necessarily superior to another. There are strengths and limitations of each, and each may be more relevant in some contexts than others.

**Observation**

Advantages: relevant data; minimizes interruption of work

Disadvantages: requires skill in observation; employee behavior may be affected by being observed

**Survey**

Advantages: inexpensive; can collect data from a large number of individuals; data easily summarized

Disadvantages: requires time; potentially low response rates; may lack detail; only provides information directly related to questions asked

**Interview**

Advantages: good at uncovering detail; can explore unexpected issues; questions can be modified

Disadvantages: time-consuming; difficult to analyze; needs skilled interviewers; can be threatening to SMEs; difficult to schedule; SMEs provide only such information they think you want to hear

**Focus groups and crowdsourcing**

Advantages: useful for complex or controversial issues; can explore unexpected issues; reduces risk that training based on needs assessment will be rejected by stakeholders

Disadvantages: time consuming to organize; group members provide only information they think you want to hear

**Documentation**

Advantages: good source of information; objective; good source of task information for new jobs and jobs in the process of being created

Disadvantages: may be difficult to understand; potentially obsolete

**Technology**

Advantages: objective; minimizes work interruption; limited human involvement

Disadvantages: may threaten employees; managers may use data to punish versus train

**Historical Data Review**

Advantages: provides data related to performance and practices

Disadvantages: data may be inaccurate, incomplete, or not fully reflective of performance

Many companies are also using information about other companies’ training practices (benchmarking) to help determine the appropriate type, level, and frequency of training.

**Students should explore free survey tools such as Survey Monkey or Google Forms. Both allow you to create simple graphs, charts, and tables. Any tool is fine but, because of time constraints and expense, I recommend using a tool that can auto-generate your data. Remember if you are unable to execute an actual needs assessment and are going to develop one that you think you would like to complete, you will still need to generate data. Please email me on how to go about this!

Rubric

**Needs assessment**

| | | |
| — | — | — |
| Needs assessment |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeStatement of Mission and Vision of Organization<br>This should include one to two paragraphs of information about the organization and the necessary alignment with the resources and strategic plan of the organization. | **20 to >0.0 ptsFull Marks**<br>**0 ptsNo Marks** | 20 pts |
| This criterion is linked to a Learning OutcomeNeeds Assessment Rationale and Needs Assessment Distributed<br>Student includes necessary rationale (pressure points) why they conducted a needs assessment for training that aligns with organizational outcomes. Student delineates WHY the particular type was selected. Students also incorporate the actual needs assessment distributed and indicates which stakeholders received the needs assessment and why. | **20 to >0.0 ptsFull Marks**<br>**0 ptsNo Marks** | 20 pts |
| This criterion is linked to a Learning OutcomeNeeds Assessment Results<br>Results are organized in a manner that allows reader to visual the data through charts, graphs, and/or tables. Results are easily discernible. | **20 to >0.0 ptsFull Marks**<br>**0 ptsNo Marks** | 20 pts |
| This criterion is linked to a Learning OutcomeNeeds Assessment Results Alignment<br>Students describe the results and situate them within the context of organizational goals. One full paragraph minimum. | **10 to >0.0 ptsFull Marks**<br>**0 ptsNo Marks** | 10 pts |
| This criterion is linked to a Learning OutcomeDescription of the Process of Needs Analysis<br>Students provides a basic understanding of organizational, person, and task process of needs analysis. | **10 to >0.0 ptsFull Marks**<br>**0 ptsNo Marks** | 10 pts |
| This criterion is linked to a Learning OutcomeWriting Conventions, Organization, APA Citation Style, Table of Contents, and Overall Design<br>Students devised a report that is designed for executive leadership consumption. The writing conventions are at the graduate school level with little or no mistakes, clarity in meaning, organized in a manner that is easy to read, properly formatted with table of contents, and professional designed. | **20 to >0.0 ptsFull Marks**<br>**0 ptsNo Marks** | 20 pts |

**OGL554Milestone2CurriculumandLearningOutcomes.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ogl554milestone2curriculumandlearningoutcomes-pdf)

**OGL554NeedsAssessment.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ogl554needsassessment-pdf)

**OGL554NeedsAssessment.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ogl554needsassessment-pdf-10314301)

**AnnotatedBibliographyMinzer.docx.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/annotatedbibliographyminzer-docx-pdf)

**AnnotatedBibliographyMinzer.docx.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/annotatedbibliographyminzer-docx-pdf)

**## Module4milestone.docx**

Module 4: Milestone Check-in Learning Design

·
**Due** Saturday by 11:59pm

·
**Submitting** a text entry box or a file upload

Please write a paragraph on the actual delivery plan of your final project. Please provide your RATIONALE for the delivery plan by connecting it back to the type of organization and organizational goals. You can write directly into the dialogue box. This should be approximately 300 words. If you elect to do a training manual for self-directed learning, you will need to have some way to assess the efficacy of this medium.

Please specify the medium of delivery and remember if you are going to deliver this in a traditional format — you must record it and upload it for your final submission.

**## Josh.pdf**

Josh

I have discussed the delivery plan in detail in my previous write-ups for my curriculum outline;
however, I will reiterate for the check-in. As a prerequisite for my training, the advisors will be
provided with a copy of the advisor training manual, which is in the form of a virtual PDF. The
advisors will be instructed to read through BBYO's definition of their roles and then be asked to
go to BBYO's website to read over their mission and four core values. The beginning of my
training directly relates back to the organizational goals because I will hold a discussion with the
advisors where we will talk about how they believe their roles relate to BBYO's mission and core
values.

As of now, my goal is to find a time in my advisors' schedules to deliver the training in person
over a catered dinner. However, as I mentioned in my needs assessment, it is fairly difficult to
get my advisors together consistently. I am sending an email out to them this week to discuss
their availability to assess the possibility of it my training happening in the next couple of weeks.
If not, I may have to deliver the training over Zoom to whomever can attend.

I see two alternatives in a worse-case scenario. The first would be to individually find a time to
deliver my training in multiple groups depending on the advisors' availability. This would allow
me to stay consistent with the post-training part of my curriculum by knowing exactly when each
advisor finishes the curriculum to later conduct a proper evaluation. The second alternative
would be to change the curriculum so that it is a self-paced training that they can do in their own
time. The advantages of this would be that the advisors do not need to agree on a time to meet,
however, it would take away all of the curriculum that emphasized learning through discussions.

**## Module3milestone.docx**

Module 3: Milestone Two "Curriculum and Learning Outcomes" (directions are attached in module 2 directions)

·
**Due** Jun 7 by 11:59pm

This component of the project requires students to utilize the information obtained in the needs analysis and the alignment with organization goals and resources to develop curriculum and consider other learning needs within the organization. Students will delineate the three phases (pre-training, learning event, and post-training) and develop curriculum for the training through the use of a curriculum road map that includes learning objectives. It is important to be realistic as you are not developing an entire course but one aspect or module of the training for the class. Developing an entire curriculum is beyond the scope of the class. So, students are to select ONE area from the curriculum to develop a training module. Please note that it is important to select an area within the training needs that is not overly complicated yet robust enough to satisfy the requirements of your final project.

This milestone requires students to build the curriculum road map (see page 225 in text) and then select a component of the curriculum to designate as your training module. So, in essence, students will devise the curriculum and then select a portion of the curriculum to develop for the final project. This milestone includes the following:

1. Three phases, curriculum outline and course objectives for training course

2. Component of the Curriculum designated for the final project and 6 measurable learning objectives

3. Draft of the Evaluation Design

This assignment should be no more than 6-7 pages. Remember to select an area that aligns with the data collected in the needs assessment and the works well within the mission and vision of your organization. Please review the rubric BEFORE starting this milestone to ensure all elements are included.

This assignment does not require a title page or citations but should look like this:

1. Introduction should address a clear connection to needs assessment and organizational goals and rationale for WHY this particular topic was selected. Students should title these one to two paragraphs as "Introduction and Rationale."

2. The second component should include the three phases. Students may use a diagram if they wish or a paragraph or two description will suffice. This should be titled "Three Phases." (both the "Introduction and Three Phases" should be no more than a page each).

3. Outline of curriculum and course objectives should be titled "Course Objectives and Curriculum Outline." This should be approximately two pages in length with a succinct rationale for the selection of Bloom's in the course objectives. This page should begin with the course objectives, succinct rationale for the selection of Bloom's Taxonomy and the outline.

4. Section of curriculum student develops for final project with more detail and specific learning objectives broken down for each of the component of the training module. Again, students need to provide a succinct rationale for why each Bloom's verb was selected. This should be titled "Final Project Learning Plan."

5. The last section should include the title of "Draft Evaluation" and be approximately one page. I do not expect this to be in "ready" form because, as you develop your curriculum, things may be modified. BUT it is important to start thinking about how you are going to assess the efficacy of the training.

This milestone can be single spaced and does not require citations. This is really your plan for the final project. Please remember that is this is a graduate level work so please think through each component carefully.

**## Module2milestoneneedsassessment.docx**

**Module 2: Milestone One "Needs Assessment" (you can make up the topic, but make sure that it is about a topic that you can add on from week to week. This is the first one, and I will also pay you for the second and third one.**

**Here are examples of what it is supposed to look like from week to week.**

**Josh's Milestones, Annotated Bibliography and Final Project Materials**

**Milestone 1 Materials:** [**OGL 554 Needs Assessment.pdf**](https://asu.instructure.com/courses/223375/files/108890121?wrap=1) **I attached separately**

**Milestone 2 Materials:** [**OGL554 Milestone 2 Curriculum and Learning Outcomes.pdf**](https://asu.instructure.com/courses/223375/files/108890123?wrap=1) **I attached separately**

**Milestone Check-in Learning Design:** [**Josh.pdf**](https://asu.instructure.com/courses/223375/files/108890067?wrap=1) **I attached separately**

**Annotated Bibliography:** [**Annotated Bibliography Minzer.docx.pdf**](https://asu.instructure.com/courses/223375/files/108890117?wrap=1) **I attached separately**

**Final Project:** [**OGL554 Final Project.pptx**](https://asu.instructure.com/courses/223375/files/108890114?wrap=1) **I attached separately**

·
**Due** June 7 by 11:59pm

**Milestone One: Topic and Rationale (100 Points Total)**

This milestone sets the stage for your final project. Please think it through carefully. This project includes students developing a comprehensive needs assessment. In order for training and development to be comprehensive and strategic, and for organizations to supply the necessary capital to support it, there must be a demonstrated need that aligns with the mission and vision of the organization. This is the assignment where you develop (and administer) the needs assessment.

In addition to the actual needs assessment and results, students will need to verify that the needs assessment aligns with the overall mission and vision of the organization. If you are not currently at an organization, please note that you may select an organization where you would like to work.

In order maximize the points for this assignment, students will need to analyze the mission and vision of the organization, develop a needs assessment, administer the needs assessment, report the results, and report how the assessment aligns with the overall mission and goals of the organization. Documentation needs to be provided that each component was addressed. In addition, students will then situate or contextualize their results within the frame of the strategic needs of the organization. Students will provide support based upon the organization’s mission, vision, and resources. Lastly, students will detail the three layers of needs analysis, (organizational, person, and task) and why each one was used and important in aligning with the strategic mission and vision within the organization.
**Please review the rubric and the details in Module 2 BEFORE starting this milestone**.

**Details**

This assignment should be organized in a manner that highlights each component was completed:

1. Statement of mission and vision of organization;

2. Needs assessment rationale and actual needs assessment distributed;

3. Results of needs assessment in graph, chart, or table format;

4. Alignment of plan based upon results with the mission and vision of the organization;

5. Three components of needs analysis.

This assignment should be viewed as something you would provide your executive leadership team. It should be polished and professional. Students need to use APA citation, graduate school writing conventions, and should be well-designed. Students should include a table of contents, clear report sections, and appendices (if necessary). This report should be about 10-12 pages in length including the charts/graphs/tables of the needs assessment.

\*\* Review the following:

**METHODS USED IN NEEDS ASSESSMENT**

Various methods may be used to collect information. No one method is necessarily superior to another. There are strengths and limitations of each, and each may be more relevant in some contexts than others.

**Observation**

Advantages: relevant data; minimizes interruption of work

Disadvantages: requires skill in observation; employee behavior may be affected by being observed

**Survey**

Advantages: inexpensive; can collect data from a large number of individuals; data easily summarized

Disadvantages: requires time; potentially low response rates; may lack detail; only provides information directly related to questions asked

**Interview**

Advantages: good at uncovering detail; can explore unexpected issues; questions can be modified

Disadvantages: time-consuming; difficult to analyze; needs skilled interviewers; can be threatening to SMEs; difficult to schedule; SMEs provide only such information they think you want to hear

**Focus groups and crowdsourcing**

Advantages: useful for complex or controversial issues; can explore unexpected issues; reduces risk that training based on needs assessment will be rejected by stakeholders

Disadvantages: time consuming to organize; group members provide only information they think you want to hear

**Documentation**

Advantages: good source of information; objective; good source of task information for new jobs and jobs in the process of being created

Disadvantages: may be difficult to understand; potentially obsolete

**Technology**

Advantages: objective; minimizes work interruption; limited human involvement

Disadvantages: may threaten employees; managers may use data to punish versus train

**Historical Data Review**

Advantages: provides data related to performance and practices

Disadvantages: data may be inaccurate, incomplete, or not fully reflective of performance

Many companies are also using information about other companies’ training practices (benchmarking) to help determine the appropriate type, level, and frequency of training.

**Students should explore free survey tools such as Survey Monkey or Google Forms. Both allow you to create simple graphs, charts, and tables. Any tool is fine but, because of time constraints and expense, I recommend using a tool that can auto-generate your data. Remember if you are unable to execute an actual needs assessment and are going to develop one that you think you would like to complete, you will still need to generate data. Please email me on how to go about this!

Rubric

**Needs assessment**

| | | |
| — | — | — |
| Needs assessment |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeStatement of Mission and Vision of Organization<br>This should include one to two paragraphs of information about the organization and the necessary alignment with the resources and strategic plan of the organization. | **20 to >0.0 ptsFull Marks**<br>**0 ptsNo Marks** | 20 pts |
| This criterion is linked to a Learning OutcomeNeeds Assessment Rationale and Needs Assessment Distributed<br>Student includes necessary rationale (pressure points) why they conducted a needs assessment for training that aligns with organizational outcomes. Student delineates WHY the particular type was selected. Students also incorporate the actual needs assessment distributed and indicates which stakeholders received the needs assessment and why. | **20 to >0.0 ptsFull Marks**<br>**0 ptsNo Marks** | 20 pts |
| This criterion is linked to a Learning OutcomeNeeds Assessment Results<br>Results are organized in a manner that allows reader to visual the data through charts, graphs, and/or tables. Results are easily discernible. | **20 to >0.0 ptsFull Marks**<br>**0 ptsNo Marks** | 20 pts |
| This criterion is linked to a Learning OutcomeNeeds Assessment Results Alignment<br>Students describe the results and situate them within the context of organizational goals. One full paragraph minimum. | **10 to >0.0 ptsFull Marks**<br>**0 ptsNo Marks** | 10 pts |
| This criterion is linked to a Learning OutcomeDescription of the Process of Needs Analysis<br>Students provides a basic understanding of organizational, person, and task process of needs analysis. | **10 to >0.0 ptsFull Marks**<br>**0 ptsNo Marks** | 10 pts |
| This criterion is linked to a Learning OutcomeWriting Conventions, Organization, APA Citation Style, Table of Contents, and Overall Design<br>Students devised a report that is designed for executive leadership consumption. The writing conventions are at the graduate school level with little or no mistakes, clarity in meaning, organized in a manner that is easy to read, properly formatted with table of contents, and professional designed. | **20 to >0.0 ptsFull Marks**<br>**0 ptsNo Marks** | 20 pts |

**OGL554Milestone2CurriculumandLearningOutcomes.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ogl554milestone2curriculumandlearningoutcomes-pdf)

**OGL554NeedsAssessment.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ogl554needsassessment-pdf)

**OGL554NeedsAssessment.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ogl554needsassessment-pdf-10314301)

**AnnotatedBibliographyMinzer.docx.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/annotatedbibliographyminzer-docx-pdf)

**## Module4milestone.docx**

Module 4: Milestone Check-in Learning Design

·
**Due** Saturday by 11:59pm

·
**Submitting** a text entry box or a file upload

Please write a paragraph on the actual delivery plan of your final project. Please provide your RATIONALE for the delivery plan by connecting it back to the type of organization and organizational goals. You can write directly into the dialogue box. This should be approximately 300 words. If you elect to do a training manual for self-directed learning, you will need to have some way to assess the efficacy of this medium.

Please specify the medium of delivery and remember if you are going to deliver this in a traditional format — you must record it and upload it for your final submission.

**## Josh.pdf**

Josh

I have discussed the delivery plan in detail in my previous write-ups for my curriculum outline;
however, I will reiterate for the check-in. As a prerequisite for my training, the advisors will be
provided with a copy of the advisor training manual, which is in the form of a virtual PDF. The
advisors will be instructed to read through BBYO's definition of their roles and then be asked to
go to BBYO's website to read over their mission and four core values. The beginning of my
training directly relates back to the organizational goals because I will hold a discussion with the
advisors where we will talk about how they believe their roles relate to BBYO's mission and core
values.

As of now, my goal is to find a time in my advisors' schedules to deliver the training in person
over a catered dinner. However, as I mentioned in my needs assessment, it is fairly difficult to
get my advisors together consistently. I am sending an email out to them this week to discuss
their availability to assess the possibility of it my training happening in the next couple of weeks.
If not, I may have to deliver the training over Zoom to whomever can attend.

I see two alternatives in a worse-case scenario. The first would be to individually find a time to
deliver my training in multiple groups depending on the advisors' availability. This would allow
me to stay consistent with the post-training part of my curriculum by knowing exactly when each
advisor finishes the curriculum to later conduct a proper evaluation. The second alternative
would be to change the curriculum so that it is a self-paced training that they can do in their own
time. The advantages of this would be that the advisors do not need to agree on a time to meet,
however, it would take away all of the curriculum that emphasized learning through discussions.

**## Module3milestone.docx**

Module 3: Milestone Two "Curriculum and Learning Outcomes" (directions are attached in module 2 directions)

·
**Due** Jun 7 by 11:59pm

This component of the project requires students to utilize the information obtained in the needs analysis and the alignment with organization goals and resources to develop curriculum and consider other learning needs within the organization. Students will delineate the three phases (pre-training, learning event, and post-training) and develop curriculum for the training through the use of a curriculum road map that includes learning objectives. It is important to be realistic as you are not developing an entire course but one aspect or module of the training for the class. Developing an entire curriculum is beyond the scope of the class. So, students are to select ONE area from the curriculum to develop a training module. Please note that it is important to select an area within the training needs that is not overly complicated yet robust enough to satisfy the requirements of your final project.

This milestone requires students to build the curriculum road map (see page 225 in text) and then select a component of the curriculum to designate as your training module. So, in essence, students will devise the curriculum and then select a portion of the curriculum to develop for the final project. This milestone includes the following:

1. Three phases, curriculum outline and course objectives for training course

2. Component of the Curriculum designated for the final project and 6 measurable learning objectives

3. Draft of the Evaluation Design

This assignment should be no more than 6-7 pages. Remember to select an area that aligns with the data collected in the needs assessment and the works well within the mission and vision of your organization. Please review the rubric BEFORE starting this milestone to ensure all elements are included.

This assignment does not require a title page or citations but should look like this:

1. Introduction should address a clear connection to needs assessment and organizational goals and rationale for WHY this particular topic was selected. Students should title these one to two paragraphs as "Introduction and Rationale."

2. The second component should include the three phases. Students may use a diagram if they wish or a paragraph or two description will suffice. This should be titled "Three Phases." (both the "Introduction and Three Phases" should be no more than a page each).

3. Outline of curriculum and course objectives should be titled "Course Objectives and Curriculum Outline." This should be approximately two pages in length with a succinct rationale for the selection of Bloom's in the course objectives. This page should begin with the course objectives, succinct rationale for the selection of Bloom's Taxonomy and the outline.

4. Section of curriculum student develops for final project with more detail and specific learning objectives broken down for each of the component of the training module. Again, students need to provide a succinct rationale for why each Bloom's verb was selected. This should be titled "Final Project Learning Plan."

5. The last section should include the title of "Draft Evaluation" and be approximately one page. I do not expect this to be in "ready" form because, as you develop your curriculum, things may be modified. BUT it is important to start thinking about how you are going to assess the efficacy of the training.

This milestone can be single spaced and does not require citations. This is really your plan for the final project. Please remember that is this is a graduate level work so please think through each component carefully.

**## Module2milestoneneedsassessment.docx**

**Module 2: Milestone One "Needs Assessment" (you can make up the topic, but make sure that it is about a topic that you can add on from week to week. This is the first one, and I will also pay you for the second and third one.**

**Here are examples of what it is supposed to look like from week to week.**

**Josh's Milestones, Annotated Bibliography and Final Project Materials**

**Milestone 1 Materials:** [**OGL 554 Needs Assessment.pdf**](https://asu.instructure.com/courses/223375/files/108890121?wrap=1) **I attached separately**

**Milestone 2 Materials:** [**OGL554 Milestone 2 Curriculum and Learning Outcomes.pdf**](https://asu.instructure.com/courses/223375/files/108890123?wrap=1) **I attached separately**

**Milestone Check-in Learning Design:** [**Josh.pdf**](https://asu.instructure.com/courses/223375/files/108890067?wrap=1) **I attached separately**

**Annotated Bibliography:** [**Annotated Bibliography Minzer.docx.pdf**](https://asu.instructure.com/courses/223375/files/108890117?wrap=1) **I attached separately**

**Final Project:** [**OGL554 Final Project.pptx**](https://asu.instructure.com/courses/223375/files/108890114?wrap=1) **I attached separately**

·
**Due** June 7 by 11:59pm

**Milestone One: Topic and Rationale (100 Points Total)**

This milestone sets the stage for your final project. Please think it through carefully. This project includes students developing a comprehensive needs assessment. In order for training and development to be comprehensive and strategic, and for organizations to supply the necessary capital to support it, there must be a demonstrated need that aligns with the mission and vision of the organization. This is the assignment where you develop (and administer) the needs assessment.

In addition to the actual needs assessment and results, students will need to verify that the needs assessment aligns with the overall mission and vision of the organization. If you are not currently at an organization, please note that you may select an organization where you would like to work.

In order maximize the points for this assignment, students will need to analyze the mission and vision of the organization, develop a needs assessment, administer the needs assessment, report the results, and report how the assessment aligns with the overall mission and goals of the organization. Documentation needs to be provided that each component was addressed. In addition, students will then situate or contextualize their results within the frame of the strategic needs of the organization. Students will provide support based upon the organization’s mission, vision, and resources. Lastly, students will detail the three layers of needs analysis, (organizational, person, and task) and why each one was used and important in aligning with the strategic mission and vision within the organization.
**Please review the rubric and the details in Module 2 BEFORE starting this milestone**.

**Details**

This assignment should be organized in a manner that highlights each component was completed:

1. Statement of mission and vision of organization;

2. Needs assessment rationale and actual needs assessment distributed;

3. Results of needs assessment in graph, chart, or table format;

4. Alignment of plan based upon results with the mission and vision of the organization;

5. Three components of needs analysis.

This assignment should be viewed as something you would provide your executive leadership team. It should be polished and professional. Students need to use APA citation, graduate school writing conventions, and should be well-designed. Students should include a table of contents, clear report sections, and appendices (if necessary). This report should be about 10-12 pages in length including the charts/graphs/tables of the needs assessment.

\*\* Review the following:

**METHODS USED IN NEEDS ASSESSMENT**

Various methods may be used to collect information. No one method is necessarily superior to another. There are strengths and limitations of each, and each may be more relevant in some contexts than others.

**Observation**

Advantages: relevant data; minimizes interruption of work

Disadvantages: requires skill in observation; employee behavior may be affected by being observed

**Survey**

Advantages: inexpensive; can collect data from a large number of individuals; data easily summarized

Disadvantages: requires time; potentially low response rates; may lack detail; only provides information directly related to questions asked

**Interview**

Advantages: good at uncovering detail; can explore unexpected issues; questions can be modified

Disadvantages: time-consuming; difficult to analyze; needs skilled interviewers; can be threatening to SMEs; difficult to schedule; SMEs provide only such information they think you want to hear

**Focus groups and crowdsourcing**

Advantages: useful for complex or controversial issues; can explore unexpected issues; reduces risk that training based on needs assessment will be rejected by stakeholders

Disadvantages: time consuming to organize; group members provide only information they think you want to hear

**Documentation**

Advantages: good source of information; objective; good source of task information for new jobs and jobs in the process of being created

Disadvantages: may be difficult to understand; potentially obsolete

**Technology**

Advantages: objective; minimizes work interruption; limited human involvement

Disadvantages: may threaten employees; managers may use data to punish versus train

**Historical Data Review**

Advantages: provides data related to performance and practices

Disadvantages: data may be inaccurate, incomplete, or not fully reflective of performance

Many companies are also using information about other companies’ training practices (benchmarking) to help determine the appropriate type, level, and frequency of training.

**Students should explore free survey tools such as Survey Monkey or Google Forms. Both allow you to create simple graphs, charts, and tables. Any tool is fine but, because of time constraints and expense, I recommend using a tool that can auto-generate your data. Remember if you are unable to execute an actual needs assessment and are going to develop one that you think you would like to complete, you will still need to generate data. Please email me on how to go about this!

Rubric

**Needs assessment**

| | | |
| — | — | — |
| Needs assessment |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeStatement of Mission and Vision of Organization<br>This should include one to two paragraphs of information about the organization and the necessary alignment with the resources and strategic plan of the organization. | **20 to >0.0 ptsFull Marks**<br>**0 ptsNo Marks** | 20 pts |
| This criterion is linked to a Learning OutcomeNeeds Assessment Rationale and Needs Assessment Distributed<br>Student includes necessary rationale (pressure points) why they conducted a needs assessment for training that aligns with organizational outcomes. Student delineates WHY the particular type was selected. Students also incorporate the actual needs assessment distributed and indicates which stakeholders received the needs assessment and why. | **20 to >0.0 ptsFull Marks**<br>**0 ptsNo Marks** | 20 pts |
| This criterion is linked to a Learning OutcomeNeeds Assessment Results<br>Results are organized in a manner that allows reader to visual the data through charts, graphs, and/or tables. Results are easily discernible. | **20 to >0.0 ptsFull Marks**<br>**0 ptsNo Marks** | 20 pts |
| This criterion is linked to a Learning OutcomeNeeds Assessment Results Alignment<br>Students describe the results and situate them within the context of organizational goals. One full paragraph minimum. | **10 to >0.0 ptsFull Marks**<br>**0 ptsNo Marks** | 10 pts |
| This criterion is linked to a Learning OutcomeDescription of the Process of Needs Analysis<br>Students provides a basic understanding of organizational, person, and task process of needs analysis. | **10 to >0.0 ptsFull Marks**<br>**0 ptsNo Marks** | 10 pts |
| This criterion is linked to a Learning OutcomeWriting Conventions, Organization, APA Citation Style, Table of Contents, and Overall Design<br>Students devised a report that is designed for executive leadership consumption. The writing conventions are at the graduate school level with little or no mistakes, clarity in meaning, organized in a manner that is easy to read, properly formatted with table of contents, and professional designed. | **20 to >0.0 ptsFull Marks**<br>**0 ptsNo Marks** | 20 pts |

**OGL554Milestone2CurriculumandLearningOutcomes.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ogl554milestone2curriculumandlearningoutcomes-pdf)

**OGL554NeedsAssessment.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ogl554needsassessment-pdf)

**OGL554NeedsAssessment.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ogl554needsassessment-pdf-10314301)

**AnnotatedBibliographyMinzer.docx.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/annotatedbibliographyminzer-docx-pdf)

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November 5, 2026
[Solved] Elements of professional presence within your field of study

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focused on presenting yourself in a professional way. It challenged you to consider what is professional vs. unprofessional behavior. Next, you will complete a two part assessment that includes a 5- to 8-slide PowerPoint® presentation (not including the title slide, reference slide(s) or image slide…

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Assignment Prompt & Instructions

focused on presenting yourself in a professional way. It challenged you to consider what is professional vs. unprofessional behavior.
Next, you will complete a two part assessment that includes a 5- to 8-slide PowerPoint® presentation (not including the title slide, reference slide(s) or image slides) and detailed notes in a separate Word document. In your PowerPoint presentation, you willexplain professional and unprofessional attire and behaviors for your chosen career. The presentation will also include best practices for other factors related to physical appearance and behaviors (hairstyles, tattoos, accessories, jewelry, piercings, communication, attitude, etc.). The presentation will demonstrate the importance of managing your professional image for career success. It will cover specific practices regarded as essential for professionals in your career.
**Professional Appearance Presentation**
This assignment will be completed in two parts:
– PowerPoint Presentation
– Detailed notes in a separate document
**Part I: Presentation Notes**
For the first part of this assignment, you will create a Word document that contains an explanation for each slide of your presentation. This document should be a detailed outline of your PowerPoint presentation and should include:
– A written version of what you would present, should you be presenting to a live audience
– The reasoning for why you chose the images for each slide
For example: Slide 1 – Title slide, Slide 2: A 50-100 word, written out presentation of what is covered in slide 2; Slide 2 Image: “I chose the image for slide two based on…” and so on.
**Part II: PowerPoint Presentation**
You will complete a 7- to 10-slide PowerPoint® presentation that outlines professional and unprofessional attire and behaviors for your chosen career. The presentation should also address best practices regarding physical appearance and behaviors, such as hairstyles, tattoos, accessories, jewelry, piercings, communication, attitude, etc. Your presentation should emphasize the importance of managing your professional image for career success detailing essential practices in your field.
The PowerPoint presentation must include:
– A title slide
– 5-8 content slides that include:
– In-text citations, in current APA format. In-text citations should be located under the images used in each slide.
– Two examples (including two images) of unprofessional attire and reasoning as to why they are unprofessional in your chosen career
– Two examples (including two images) of professional attire and reasoning as to the importance of maintaining professional attire in your chosen career
– Two examples (including two images) of unprofessional behaviors and reasoning as to why they are unprofessional in your chosen career
– Two examples (including two images) of professional behaviors and reasoning as to the importance of maintaining professional behaviors in your chosen career
– Two examples (including two images) of best practices for other factors related to appearance and behaviors (such as hairstyles, tattoos, accessories, jewelry, piercings, communication, attitude, etc.) and reasoning as to why they should be best practices in your chosen career
– Each slide should include Images with alt-text
– A reference slide with 2–3 references (not including images) in APA format

November 5, 2026
[Solved] Knowledge and understanding of the principles and practice in healthcare regarding administration, management, law, economics and policy.

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create a pitch deck that includes a business plan for a hypothetical medical facility of your choice. You are responsible to present this plan to potential investors (venture capital firms) to request initial capital/start-up funding. The pitch deck should include information about your facility inc…

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Assignment Prompt & Instructions

create a pitch deck that includes a business plan for a hypothetical medical facility of your choice. You are responsible to present this plan to potential investors (venture capital firms) to request initial capital/start-up funding.
The pitch deck should include information about your facility including a business plan. Offer in-depth details of the type of practice, type and number of employees, estimated revenues, and expenses. Be sure to highlight why your facility will be successful and how your business plan, implemented correctly, will generate a Return on Investment (ROI) for the investors.
The slide deck should contain 10–15 slides. The slides should contain a description of your business plan, a table of revenue and expenses, ROI calculation, and any relevant graphics that help sell your pitch. Cite at least four references to validate your proposal. Prepare this assignment according to the APA guidelines.

November 5, 2026
[Solved] Human Resource Management

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Executive Solution Overview

Case Study – ## Instructions.docx **## Instructions.docx** Instructions Complete all parts of the following exam. Use UMGC’s AI Writing Review tool to evaluate your work for readability, sentiment, and timings of your text: [AI Writing Review | UMGC](https://www.umgc.edu/current-students/learning-r…

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Assignment Prompt & Instructions

Case Study

– ## Instructions.docx

**## Instructions.docx**

Instructions

Complete all parts of the following exam. Use UMGC’s AI Writing Review tool to evaluate your work for readability, sentiment, and timings of your text:
[AI Writing Review | UMGC](https://www.umgc.edu/current-students/learning-resources/writing-center/ai-writing-review)

Once you have completed and saved your exam, upload it to this unit's assignment folder and submit.

Case Study

The company operates about 1,500 convenience stores. A sales assistant at one of the company’s stores was murdered while on duty on the second shift. The murder was widely publicized, and employees complained of inadequate security measures. As a result of the murder, 15 sales assistants telephoned the union requesting a union organization effort. The union sent representatives to 60 stores in the area where the murder had occurred and left union authorization cards. Two days later the company notified the union that an injunction had been issued during a prior union campaign prohibiting solicitation on company property.
_[Hint:  Keep in mind that there is no date given when this injunction was filed and whether was still valid.]_

The next workday, the company had a meeting with the store managers in the area and talked about the need to improve security. The company officials also discussed the union’s organization activities and reminded the managers of the “no solicitation” policy and stated that a union would not necessarily do the employees any good. Later that week, the company had an unprecedented meeting for all sales assistants. Approximately 1,200 sales assistants attended and were paid for their time. The company officials told the employees that they did not need a union and that the employees from the union could retrieve their authorization cards. The employees were asked to voice their complaints.  Thus, the employees listed the following:

●      getting less than 40 hours work per week;

●      not having breaks;

●      not being paid for overtime work;

●      working alone at night; and

●      poor lighting at the stores.

The next day the company sent a memo to all regional personnel directing that sales assistants should work a 40-hour workweek; canopy lights were installed at all the stores; a policy was adopted that no one would be required to work alone at night; and sales assistants began receiving wages for after-hours overtime work. The company posted “no solicitation” signs in all stores and directed that those signs be enforced; if the employees did not enforce the signs, they would lose their jobs. Later that month the company held further meetings with sales assistants, who again were paid for their time. They asked to select committee representatives to meet with management to discuss their complaints. Management officials left the room while the employees selected their representatives. The company made a list of the ten most frequently mentioned items from the employees’ recommended subjects for the committee to discuss.

Meanwhile, the union filed a representation petition with the NLRB seeking an election in a unit of all College Park, MD sales assistants. The company president told the managers to tell the sales assistants that if they joined the union, the company would close those stores. The first meeting of the Employee Management Committee was held and the ten priority items were listed, granting employees a new vacation policy, improved health-care benefits, sick days, change in holiday hours for pay, recognition of seniority ranks, and improved security systems. Not long after that, the company sent an additional memo around announcing other improvements in life, major medical, and accident insurance plans, in addition to death and family benefits and a revised disciplinary appeal system
_.  [Hint: One has to wonder if this is a last-minute effort by Management, or an early Christmas gift for employees – but now is your time to consider the possibilities.]_

**The union wants to file a complaint with the NLRB.  What “unfair labor practice” claim(s) could it make?**
**For each one, what defense would the company give? Use the specific terms and concepts covered in this course to support your analysis.** **Please limit your response to a maximum of 2-3 concisely written, double-spaced pages. Please make sure that you follow all directions (and review the rubric before you start your assignment).**

**The basic outline for your answer will be:**

**Introduction**

**Definition of an unfair labor practice**

**Analysis:**

| | | |
| — | — | — |
| **Unfair labor practice claim(s)** | **Union’s position for each** | **Company’s position for each** |
| | | |
| (Add as many rows as needed) | | |

**Summary**

**Reference(s)**

**The chart is a tool to help you focus your thinking and to be sure that you provide both sides’ perspectives for each ULP.  Your answer can be presented using the chart or via paragraphs.  You are not required to incorporate the chart in your answer.  Choose the method that explains your analysis clearly.  However, please make sure that you are clear, concise, and complete.**

| | | | | | | |
| — | — | — | — | — | — | — |
| Criteria | **Excellent** | **Good** | **Satisfactory** | **Needs Improvement** | | **Criterion Score** |
| Required elements | 40 points<br>Student thoroughly addresses all required elements of the case. | 32 points<br>Student addresses most required elements of the case | 28 points<br>Student addresses some of the required elements of the case. | 24 points<br>Student addresses a few of the required elements in the case. | | Score of Required elements,<br>/ 40 |
| Quality of discussion and analysis | 40 points<br>The depth of discussion is excellent.<br>All concepts are accurately described and employed.<br>The analysis is very logical and well-supported. | 32 points<br>The depth of discussion is adequate.<br>Most concepts are accurately described and employed.<br>The analysis is mostly logical and adequately supported. | 28 points<br>The depth of discussion needs improvement.<br>Some concepts are accurately described and employed.<br>The analysis needs improvement and more support. | 24 points<br>The depth of discussion needs significant improvement.<br>Few concepts are accurately described and employed.<br>The analysis needs significant improvement and much more support. | | Score of Quality of discussion and analysis,<br>/ 40 |
| Knowledge of topic and readings | 40 points<br>Overall, the student demonstrates an advanced understanding of the topic and the readings. | 32 points<br>Overall, the student demonstrates a competent understanding of the topic and the readings. | 28 points<br>Overall, the student demonstrates some knowledge of the topic and the readings. | 24 points<br>Overall, the student demonstrates a very limited knowledge of the topic and the readings. | | Score of Knowledge of topic and readings,<br>/ 40 |
| Clarity and Logical Flow of Ideas | 40 points<br>The flow of ideas in the body of the response is logically organized. A clear argument is presented. | 32 points<br>The flow of ideas in the body of the response is mostly logically organized. A clear argument is presented. | 28 points<br>The flow of ideas in the body of the response is sometimes difficult to follow. There is not a clear argument. | 24 points<br>The flow of ideas in the body of the response is very hard to follow. There is not a clear argument. | 0 | Score of Clarity and Logical Flow of Ideas,<br>/ 40 |
| Grammar, Spelling, and Sentence Structure APA Style | 40 points<br>The analysis contains very few, if any, minor errors related to grammar, spelling, and sentence structure. Content is easy to understand.<br>AND<br>Student properly uses and cites resources | 32 points<br>The analysis contains minor errors related to grammar, spelling, and sentence structure; but, they do not distract the reader from the content.<br>AND/OR<br>Student mostly uses and cites resources properly | 28 points<br>The analysis contains many minor errors related to grammar, spelling, and sentence structure. They do distract the reader from the content.<br>AND/OR<br>Student sometimes cites uses or cites resources | | | |

**## Instructions.docx**

Instructions

Complete all parts of the following exam. Use UMGC’s AI Writing Review tool to evaluate your work for readability, sentiment, and timings of your text:
[AI Writing Review | UMGC](https://www.umgc.edu/current-students/learning-resources/writing-center/ai-writing-review)

Once you have completed and saved your exam, upload it to this unit's assignment folder and submit.

Case Study

The company operates about 1,500 convenience stores. A sales assistant at one of the company’s stores was murdered while on duty on the second shift. The murder was widely publicized, and employees complained of inadequate security measures. As a result of the murder, 15 sales assistants telephoned the union requesting a union organization effort. The union sent representatives to 60 stores in the area where the murder had occurred and left union authorization cards. Two days later the company notified the union that an injunction had been issued during a prior union campaign prohibiting solicitation on company property.
_[Hint:  Keep in mind that there is no date given when this injunction was filed and whether was still valid.]_

The next workday, the company had a meeting with the store managers in the area and talked about the need to improve security. The company officials also discussed the union’s organization activities and reminded the managers of the “no solicitation” policy and stated that a union would not necessarily do the employees any good. Later that week, the company had an unprecedented meeting for all sales assistants. Approximately 1,200 sales assistants attended and were paid for their time. The company officials told the employees that they did not need a union and that the employees from the union could retrieve their authorization cards. The employees were asked to voice their complaints.  Thus, the employees listed the following:

●      getting less than 40 hours work per week;

●      not having breaks;

●      not being paid for overtime work;

●      working alone at night; and

●      poor lighting at the stores.

The next day the company sent a memo to all regional personnel directing that sales assistants should work a 40-hour workweek; canopy lights were installed at all the stores; a policy was adopted that no one would be required to work alone at night; and sales assistants began receiving wages for after-hours overtime work. The company posted “no solicitation” signs in all stores and directed that those signs be enforced; if the employees did not enforce the signs, they would lose their jobs. Later that month the company held further meetings with sales assistants, who again were paid for their time. They asked to select committee representatives to meet with management to discuss their complaints. Management officials left the room while the employees selected their representatives. The company made a list of the ten most frequently mentioned items from the employees’ recommended subjects for the committee to discuss.

Meanwhile, the union filed a representation petition with the NLRB seeking an election in a unit of all College Park, MD sales assistants. The company president told the managers to tell the sales assistants that if they joined the union, the company would close those stores. The first meeting of the Employee Management Committee was held and the ten priority items were listed, granting employees a new vacation policy, improved health-care benefits, sick days, change in holiday hours for pay, recognition of seniority ranks, and improved security systems. Not long after that, the company sent an additional memo around announcing other improvements in life, major medical, and accident insurance plans, in addition to death and family benefits and a revised disciplinary appeal system
_.  [Hint: One has to wonder if this is a last-minute effort by Management, or an early Christmas gift for employees – but now is your time to consider the possibilities.]_

**The union wants to file a complaint with the NLRB.  What “unfair labor practice” claim(s) could it make?**
**For each one, what defense would the company give? Use the specific terms and concepts covered in this course to support your analysis.** **Please limit your response to a maximum of 2-3 concisely written, double-spaced pages. Please make sure that you follow all directions (and review the rubric before you start your assignment).**

**The basic outline for your answer will be:**

**Introduction**

**Definition of an unfair labor practice**

**Analysis:**

| | | |
| — | — | — |
| **Unfair labor practice claim(s)** | **Union’s position for each** | **Company’s position for each** |
| | | |
| (Add as many rows as needed) | | |

**Summary**

**Reference(s)**

**The chart is a tool to help you focus your thinking and to be sure that you provide both sides’ perspectives for each ULP.  Your answer can be presented using the chart or via paragraphs.  You are not required to incorporate the chart in your answer.  Choose the method that explains your analysis clearly.  However, please make sure that you are clear, concise, and complete.**

| | | | | | | |
| — | — | — | — | — | — | — |
| Criteria | **Excellent** | **Good** | **Satisfactory** | **Needs Improvement** | | **Criterion Score** |
| Required elements | 40 points<br>Student thoroughly addresses all required elements of the case. | 32 points<br>Student addresses most required elements of the case | 28 points<br>Student addresses some of the required elements of the case. | 24 points<br>Student addresses a few of the required elements in the case. | | Score of Required elements,<br>/ 40 |
| Quality of discussion and analysis | 40 points<br>The depth of discussion is excellent.<br>All concepts are accurately described and employed.<br>The analysis is very logical and well-supported. | 32 points<br>The depth of discussion is adequate.<br>Most concepts are accurately described and employed.<br>The analysis is mostly logical and adequately supported. | 28 points<br>The depth of discussion needs improvement.<br>Some concepts are accurately described and employed.<br>The analysis needs improvement and more support. | 24 points<br>The depth of discussion needs significant improvement.<br>Few concepts are accurately described and employed.<br>The analysis needs significant improvement and much more support. | | Score of Quality of discussion and analysis,<br>/ 40 |
| Knowledge of topic and readings | 40 points<br>Overall, the student demonstrates an advanced understanding of the topic and the readings. | 32 points<br>Overall, the student demonstrates a competent understanding of the topic and the readings. | 28 points<br>Overall, the student demonstrates some knowledge of the topic and the readings. | 24 points<br>Overall, the student demonstrates a very limited knowledge of the topic and the readings. | | Score of Knowledge of topic and readings,<br>/ 40 |
| Clarity and Logical Flow of Ideas | 40 points<br>The flow of ideas in the body of the response is logically organized. A clear argument is presented. | 32 points<br>The flow of ideas in the body of the response is mostly logically organized. A clear argument is presented. | 28 points<br>The flow of ideas in the body of the response is sometimes difficult to follow. There is not a clear argument. | 24 points<br>The flow of ideas in the body of the response is very hard to follow. There is not a clear argument. | 0 | Score of Clarity and Logical Flow of Ideas,<br>/ 40 |
| Grammar, Spelling, and Sentence Structure APA Style | 40 points<br>The analysis contains very few, if any, minor errors related to grammar, spelling, and sentence structure. Content is easy to understand.<br>AND<br>Student properly uses and cites resources | 32 points<br>The analysis contains minor errors related to grammar, spelling, and sentence structure; but, they do not distract the reader from the content.<br>AND/OR<br>Student mostly uses and cites resources properly | 28 points<br>The analysis contains many minor errors related to grammar, spelling, and sentence structure. They do distract the reader from the content.<br>AND/OR<br>Student sometimes cites uses or cites resources | | | |

November 5, 2026
[Solved] human resource

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I need your help \ GabrielasRecruitingResponse.jpeg](https://www.sweetstudy.com/files/gabrielasrecruitingresponse-jpeg "GabrielasRecruitingResponse.jpeg") \ DelvidaRecruitingResponse.jpeg](https://www.sweetstudy.com/files/delvidarecruitingresponse-jpeg "DelvidaRecruitingResponse.jpeg") \ JensBusi…

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JWI 505: Business Communications and Executive Presence

Week 9 Lecture Notes

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

JWI 505 – Lecture Notes (1206) Page 1 of 6

Digital and Social Media

What It Means

Whether you are conversing with a colleague, leading a team meeting, or addressing your

entire company, you have the ability to communicate authentically and confidently. But how

do you communicate with people you do not interact with on a daily basis? How do you

deliver messages in an environment you cannot easily control, where opinions are magnified

and everything you say is recorded forever? In short, how do you communicate online?

A strong digital presence is paramount to strengthening your brand. You will learn more about

your company’s online brand in JWI 518: Marketing in a Global Environment. This week, we

will focus on your personal brand. When roughly half of the world’s population uses a social

networking website or app, you cannot afford to ignore your digital footprint. It must be

professional, well-organized, and genuine, and it must align with your organization’s values.

In this lecture, you will learn how to present yourself online. We will discuss how to

communicate strategically across different social networks, as well as what to include in a

digital engagement policy.

Why It Matters

• Prospective employees, employers, and customers use your online presence to
learn about you.

• Different social networks can provide you with different opportunities to grow.

• A comprehensive digital engagement policy can align your organization around its
mission.

“You are responsible for everything you post and everything you post will be a reflection
of you.”

Germany Kent

JWI 505: Business Communications and Executive Presence

Week 9 Lecture Notes

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

JWI 505 – Lecture Notes (1206) Page 2 of 6

The Internet Is Written in Ink

Warren Buffett advises his employees to take “the newspaper test” before they make a big

decision. If you are unsure about a certain action, you ask yourself how you would feel if your

local newspaper wrote about it the next day. If you still have any doubts, you do not take the

action. You will be responsible for the decision and all of its outcomes. And as you learned in

Week 5 of this course, if something goes wrong, you will have a hard time regaining people’s

trust and confidence. Your local newspaper will definitely not help you.

The same principle holds true for what you say and do online. The big difference is that you

have more to worry about than your local newspaper. If enough people see or respond to

something you post, anything you write can go viral overnight. And while you can delete or edit

your content, you can never ensure that what you posted will not be read. As a character from

the 2010 film The Social Network points out, “The Internet’s not written in pencil…it’s written in

ink.”1 There are plenty of examples of well-known figures whose careers were derailed by their

tweets, including Roseanne Barr, Gilbert Gottfried, and BBC journalist Danny Baker. But you do

not have to be a famous celebrity to attract attention online. Consider Denise Helms, the

manager of a Cold Stone Creamery store who used a racist slur in a Facebook post. Or take

Stephanie Bon, an HR assistant who used her posts to complain about her salary at Lloyds

Banking Group. Even though they used their personal social media accounts, both Helms and

Bon were fired for their actions. Think about it. If you were a manager at Cold Stone or Lloyds,

would you want this content to be even remotely associated with your organization?

Even if you are using social media on your personal time, what you do reflects on the

organizations you are associated with. It can also spark the curiosity of the organizations you

want to be associated with. According to a 2018 study by CareerBuilder, an employment

website, 70% of employers surveyed said they looked at social media sites to help them

evaluate job applicants. For hiring managers, your résumé and your interview are both

important. But how you present yourself online can offer a truer sense of your personality. And

according to CareerBuilder’s study, 57% of employers reported they had found material on

those sites that led them to eliminate candidates.2 Sharing inappropriate content,

1 The Social Network, directed by David Fincher (2010; Los Angeles: Columbia Pictures, 2011), DVD.
2 “More than Half of Employers Have Found Content on Social Media that Caused Them NOT to Hire a Candidate,
According to Recent CareerBuilder Survey,” CareerBuilder, August 9, 2018, http://press.careerbuilder.com/2018-08-
09-More-Than-Half-of-Employers-Have-Found-Content-on-Social-Media-That-Caused-Them-NOT-to-Hire-a-
Candidate-According-to-Recent-CareerBuilder-Survey.

JWI 505: Business Communications and Executive Presence

Week 9 Lecture Notes

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

JWI 505 – Lecture Notes (1206) Page 3 of 6

communicating unprofessionally, and spreading mistruths are all warning signs for hiring

managers.

This is not to say you can never use social media, or that you can never express your opinions.

In fact, most employers expect you to have an active online presence. After all, if you were a

hiring manager, and you could not find information about a job applicant anywhere online, what

would you assume about them? You just have to make sure your online presence – your

LinkedIn, Twitter, Facebook, blog, and personal website, among others – is professional. It has

to reflect who you are as a person. And it must demonstrate why you are worth listening to.

What to Post and Where to Post It

In Week 6 of our course, you learned the five components of a strong communication strategy.

You know that your objective plays a key role in determining both your content and your

medium. You want to capitalize on every opportunity you have to expand your presence and

create strong connections with others. Social networks can help you do that. You need to

assess what you want to accomplish online and act accordingly.

Not all social networks are alike, and you will want to use different channels for different

purposes. For example, imagine that you are the sole proprietor of a photography business. You

have a number of very loyal clients, but you want to expand your presence and grow your

business. You already know that you should have a strong LinkedIn profile. This is how you

connect with other professionals and display your credentials and accomplishments. But what

else do you need? If you have enough clients, you could create a Facebook page for your

business. This will be useful for sharing updates with those clients. You should have a website

that lists all of your services, as well as your contact information and a short biography. Since

you work in visual arts, you should have an account on a platform that caters to visual

expression, like Snapchat or Instagram. You could also create a Twitter account if you want to

capitalize on new business trends and share articles. In each of these instances, your objective

is to spread awareness of who you are and what you do. And while the content you share on

these platforms should all align with your personal brand, you will tailor that content to each

channel. This way, you fulfill your objective through different means. As Laura Brown reminds

us, just make sure you use these channels consistently and frequently to build your online

JWI 505: Business Communications and Executive Presence

Week 9 Lecture Notes

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

JWI 505 – Lecture Notes (1206) Page 4 of 6

presence.3

Using social media to expand your personal presence sounds straightforward, and if you deliver

the right content about yourself through the right channels, you will succeed. But whatever you

present online is always open to scrutiny. This is especially true if you are looking for a job.

Take a look at your social media accounts, especially if you do not use very strong privacy

settings. Are there a lot of posts about yourself and your personal life? Do you share a lot of

very divisive thoughts about politics or social issues? Are there a lot of pictures online of you

drinking? According to a 2020 study from Pennsylvania State University, hiring managers weigh

topics like these very heavily when they make decisions.4 You may not mean to offend those

managers when you share pictures from your birthday party or when you post a political opinion

piece. But what would potential employers think if they saw this content? Posting too much

personal information could make you seem self-absorbed and unlikely to contribute to team

goals. Posting very strong opinions about controversial issues could indicate that you are

argumentative and will not cooperate with your colleagues. And posting too many pictures of

yourself drinking and partying suggests that you might not take work seriously.

Believe it or not, hiring managers are not actively looking for reasons not to hire you. They just

want to know more about who you are. They also want to make sure your qualifications are

legitimate. The background you have posted online should match with what you have on your

résumé. In fact, hiring managers will look extremely favorably on content that is communicated

professionally or that demonstrates positive interests, like volunteer work. This is why you

should constantly update your professional networking accounts, such as LinkedIn or Shapr.

Your other accounts should complement that background, especially if you use them for

professional purposes. Your personal profiles, such as your personal Instagram account, are

best kept private.

You should still exercise this level of caution if you are gainfully employed. The way you present

yourself online is scrutinized even after you are hired. CareerBuilder found that almost half of

employers use social media to research their employees.5 Even if you think your boss does not

check your accounts, think about your connections. Are you Facebook friends with your team

3 Laura Brown, The Only Business Writing Book You’ll Ever Need (New York: W.W. Norton & Company, Inc., 2019),
143-155.
4 Sara LaJeunesse, “Social Media Content Matters for Job Candidates, Researchers Find,” Penn State News,
February 5, 2020, https://news.psu.edu/story/607015/2020/02/05/research/social-media-content-matters-job-
candidates-researchers-find.
5 CareerBuilder.

JWI 505: Business Communications and Executive Presence

Week 9 Lecture Notes

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

JWI 505 – Lecture Notes (1206) Page 5 of 6

members? Do your colleagues follow you on Snapchat? If they took issue with something you

posted, what might they do? There are countless examples of people like Denise Helms and

Stephanie Bon who have been reprimanded or even fired for what they posted on their

accounts. And remember, it is virtually impossible to erase content from the Internet. If you are

fired for an insensitive tweet, for instance, any potential employer can find that tweet quite

easily.

Setting Guidelines for Employees

Preventing your coworkers and employees from checking their social media accounts during the

workday is extraordinarily difficult. But considering that your employees can be powerful

advocates for your organization online, you do not necessarily want to prevent them. In fact, as

many business leaders have learned, you can use their online presence to your benefit. Jeremy

Burton, the CEO of Observe, Inc., a technology company, requires employees to spend an hour

a day on social media. And Tony Hsieh, the former CEO of the clothing company Zappos, even

created a curriculum for employees on how to use social media effectively.

A digital engagement policy is a strong step toward harnessing your employees’ power as digital

advocates. This policy outlines what your brand is and how to project that brand online. It details

what content your employees should never post. It offers a thorough definition of acceptable

conduct on the Internet. If it is truly comprehensive, it will even delineate what behaviors are

acceptable for different channels.

Having a digital engagement policy does not mean imposing strict rules on what your

employees say online. Often, what you put in your policy should be common sense. For

example, regardless of who you are or where you work, you should never post anything lewd or

discriminatory; Best Buy explicitly includes this as a rule in its policy. But you can also use your

digital engagement policy to clarify uncertain terms or roles. Walmart, for instance, asks

employees not to respond to customer inquiries online unless they are part of the official

Walmart social team. And many companies, including Adidas, Oracle, and Ford Motor

Company, ask employees to make it clear that their posts are their own opinions, not those of

the entire organization. Guidelines like these protect your organization’s brand and prevent

potential crises.

Employees should not feel that their thoughts are being policed. But if they are openly affiliated

JWI 505: Business Communications and Executive Presence

Week 9 Lecture Notes

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

JWI 505 – Lecture Notes (1206) Page 6 of 6

with you and your organization, you want them to be positive spokespeople for your brand.

Perhaps you can create a blog that employees can use to post about working at the company.

Adobe offers a strong example of this with its Adobe Life blog. Furthermore, companies like

Spotify and Reebok have created hashtags which employees can use in their posts. Adding

#fitasscompany to an Instagram post, for instance, demonstrates how Reebok employees are

upholding their company’s brand.

Looking Ahead

In this lecture, we examined the elements of a strong, professional social media presence. We

discussed how to use different online platforms for different objectives. We also uncovered how

to protect your and your organization’s reputations through tools like digital engagement

policies. You know that your online presence can be a significant boon to your professional

development. But as we have discovered, sending the wrong messages can severely hinder

your aspirations. You should feel free to express your opinions on the Internet. Just make sure

you know what those opinions represent and how they might appear to others.

In our final lecture, we will return to the topic of executive presence. We began this course by

learning what it is and why it is so important for you. We will conclude by exploring how to

demonstrate your own executive presence while you grow as a leader.

**Week9BusinessCommunicationDiscussion.jpeg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week9businesscommunicationdiscussion-jpeg-10313561)

**Week9BusinessCommunicationDiscussion.jpeg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week9businesscommunicationdiscussion-jpeg-10313561)

**## JWI505Week9LectureNotes.pdf**

JWI 505: Business Communications and Executive Presence

Week 9 Lecture Notes

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

JWI 505 – Lecture Notes (1206) Page 1 of 6

Digital and Social Media

What It Means

Whether you are conversing with a colleague, leading a team meeting, or addressing your

entire company, you have the ability to communicate authentically and confidently. But how

do you communicate with people you do not interact with on a daily basis? How do you

deliver messages in an environment you cannot easily control, where opinions are magnified

and everything you say is recorded forever? In short, how do you communicate online?

A strong digital presence is paramount to strengthening your brand. You will learn more about

your company’s online brand in JWI 518: Marketing in a Global Environment. This week, we

will focus on your personal brand. When roughly half of the world’s population uses a social

networking website or app, you cannot afford to ignore your digital footprint. It must be

professional, well-organized, and genuine, and it must align with your organization’s values.

In this lecture, you will learn how to present yourself online. We will discuss how to

communicate strategically across different social networks, as well as what to include in a

digital engagement policy.

Why It Matters

• Prospective employees, employers, and customers use your online presence to
learn about you.

• Different social networks can provide you with different opportunities to grow.

• A comprehensive digital engagement policy can align your organization around its
mission.

“You are responsible for everything you post and everything you post will be a reflection
of you.”

Germany Kent

JWI 505: Business Communications and Executive Presence

Week 9 Lecture Notes

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

JWI 505 – Lecture Notes (1206) Page 2 of 6

The Internet Is Written in Ink

Warren Buffett advises his employees to take “the newspaper test” before they make a big

decision. If you are unsure about a certain action, you ask yourself how you would feel if your

local newspaper wrote about it the next day. If you still have any doubts, you do not take the

action. You will be responsible for the decision and all of its outcomes. And as you learned in

Week 5 of this course, if something goes wrong, you will have a hard time regaining people’s

trust and confidence. Your local newspaper will definitely not help you.

The same principle holds true for what you say and do online. The big difference is that you

have more to worry about than your local newspaper. If enough people see or respond to

something you post, anything you write can go viral overnight. And while you can delete or edit

your content, you can never ensure that what you posted will not be read. As a character from

the 2010 film The Social Network points out, “The Internet’s not written in pencil…it’s written in

ink.”1 There are plenty of examples of well-known figures whose careers were derailed by their

tweets, including Roseanne Barr, Gilbert Gottfried, and BBC journalist Danny Baker. But you do

not have to be a famous celebrity to attract attention online. Consider Denise Helms, the

manager of a Cold Stone Creamery store who used a racist slur in a Facebook post. Or take

Stephanie Bon, an HR assistant who used her posts to complain about her salary at Lloyds

Banking Group. Even though they used their personal social media accounts, both Helms and

Bon were fired for their actions. Think about it. If you were a manager at Cold Stone or Lloyds,

would you want this content to be even remotely associated with your organization?

Even if you are using social media on your personal time, what you do reflects on the

organizations you are associated with. It can also spark the curiosity of the organizations you

want to be associated with. According to a 2018 study by CareerBuilder, an employment

website, 70% of employers surveyed said they looked at social media sites to help them

evaluate job applicants. For hiring managers, your résumé and your interview are both

important. But how you present yourself online can offer a truer sense of your personality. And

according to CareerBuilder’s study, 57% of employers reported they had found material on

those sites that led them to eliminate candidates.2 Sharing inappropriate content,

1 The Social Network, directed by David Fincher (2010; Los Angeles: Columbia Pictures, 2011), DVD.
2 “More than Half of Employers Have Found Content on Social Media that Caused Them NOT to Hire a Candidate,
According to Recent CareerBuilder Survey,” CareerBuilder, August 9, 2018, http://press.careerbuilder.com/2018-08-
09-More-Than-Half-of-Employers-Have-Found-Content-on-Social-Media-That-Caused-Them-NOT-to-Hire-a-
Candidate-According-to-Recent-CareerBuilder-Survey.

JWI 505: Business Communications and Executive Presence

Week 9 Lecture Notes

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

JWI 505 – Lecture Notes (1206) Page 3 of 6

communicating unprofessionally, and spreading mistruths are all warning signs for hiring

managers.

This is not to say you can never use social media, or that you can never express your opinions.

In fact, most employers expect you to have an active online presence. After all, if you were a

hiring manager, and you could not find information about a job applicant anywhere online, what

would you assume about them? You just have to make sure your online presence – your

LinkedIn, Twitter, Facebook, blog, and personal website, among others – is professional. It has

to reflect who you are as a person. And it must demonstrate why you are worth listening to.

What to Post and Where to Post It

In Week 6 of our course, you learned the five components of a strong communication strategy.

You know that your objective plays a key role in determining both your content and your

medium. You want to capitalize on every opportunity you have to expand your presence and

create strong connections with others. Social networks can help you do that. You need to

assess what you want to accomplish online and act accordingly.

Not all social networks are alike, and you will want to use different channels for different

purposes. For example, imagine that you are the sole proprietor of a photography business. You

have a number of very loyal clients, but you want to expand your presence and grow your

business. You already know that you should have a strong LinkedIn profile. This is how you

connect with other professionals and display your credentials and accomplishments. But what

else do you need? If you have enough clients, you could create a Facebook page for your

business. This will be useful for sharing updates with those clients. You should have a website

that lists all of your services, as well as your contact information and a short biography. Since

you work in visual arts, you should have an account on a platform that caters to visual

expression, like Snapchat or Instagram. You could also create a Twitter account if you want to

capitalize on new business trends and share articles. In each of these instances, your objective

is to spread awareness of who you are and what you do. And while the content you share on

these platforms should all align with your personal brand, you will tailor that content to each

channel. This way, you fulfill your objective through different means. As Laura Brown reminds

us, just make sure you use these channels consistently and frequently to build your online

JWI 505: Business Communications and Executive Presence

Week 9 Lecture Notes

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

JWI 505 – Lecture Notes (1206) Page 4 of 6

presence.3

Using social media to expand your personal presence sounds straightforward, and if you deliver

the right content about yourself through the right channels, you will succeed. But whatever you

present online is always open to scrutiny. This is especially true if you are looking for a job.

Take a look at your social media accounts, especially if you do not use very strong privacy

settings. Are there a lot of posts about yourself and your personal life? Do you share a lot of

very divisive thoughts about politics or social issues? Are there a lot of pictures online of you

drinking? According to a 2020 study from Pennsylvania State University, hiring managers weigh

topics like these very heavily when they make decisions.4 You may not mean to offend those

managers when you share pictures from your birthday party or when you post a political opinion

piece. But what would potential employers think if they saw this content? Posting too much

personal information could make you seem self-absorbed and unlikely to contribute to team

goals. Posting very strong opinions about controversial issues could indicate that you are

argumentative and will not cooperate with your colleagues. And posting too many pictures of

yourself drinking and partying suggests that you might not take work seriously.

Believe it or not, hiring managers are not actively looking for reasons not to hire you. They just

want to know more about who you are. They also want to make sure your qualifications are

legitimate. The background you have posted online should match with what you have on your

résumé. In fact, hiring managers will look extremely favorably on content that is communicated

professionally or that demonstrates positive interests, like volunteer work. This is why you

should constantly update your professional networking accounts, such as LinkedIn or Shapr.

Your other accounts should complement that background, especially if you use them for

professional purposes. Your personal profiles, such as your personal Instagram account, are

best kept private.

You should still exercise this level of caution if you are gainfully employed. The way you present

yourself online is scrutinized even after you are hired. CareerBuilder found that almost half of

employers use social media to research their employees.5 Even if you think your boss does not

check your accounts, think about your connections. Are you Facebook friends with your team

3 Laura Brown, The Only Business Writing Book You’ll Ever Need (New York: W.W. Norton & Company, Inc., 2019),
143-155.
4 Sara LaJeunesse, “Social Media Content Matters for Job Candidates, Researchers Find,” Penn State News,
February 5, 2020, https://news.psu.edu/story/607015/2020/02/05/research/social-media-content-matters-job-
candidates-researchers-find.
5 CareerBuilder.

JWI 505: Business Communications and Executive Presence

Week 9 Lecture Notes

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

JWI 505 – Lecture Notes (1206) Page 5 of 6

members? Do your colleagues follow you on Snapchat? If they took issue with something you

posted, what might they do? There are countless examples of people like Denise Helms and

Stephanie Bon who have been reprimanded or even fired for what they posted on their

accounts. And remember, it is virtually impossible to erase content from the Internet. If you are

fired for an insensitive tweet, for instance, any potential employer can find that tweet quite

easily.

Setting Guidelines for Employees

Preventing your coworkers and employees from checking their social media accounts during the

workday is extraordinarily difficult. But considering that your employees can be powerful

advocates for your organization online, you do not necessarily want to prevent them. In fact, as

many business leaders have learned, you can use their online presence to your benefit. Jeremy

Burton, the CEO of Observe, Inc., a technology company, requires employees to spend an hour

a day on social media. And Tony Hsieh, the former CEO of the clothing company Zappos, even

created a curriculum for employees on how to use social media effectively.

A digital engagement policy is a strong step toward harnessing your employees’ power as digital

advocates. This policy outlines what your brand is and how to project that brand online. It details

what content your employees should never post. It offers a thorough definition of acceptable

conduct on the Internet. If it is truly comprehensive, it will even delineate what behaviors are

acceptable for different channels.

Having a digital engagement policy does not mean imposing strict rules on what your

employees say online. Often, what you put in your policy should be common sense. For

example, regardless of who you are or where you work, you should never post anything lewd or

discriminatory; Best Buy explicitly includes this as a rule in its policy. But you can also use your

digital engagement policy to clarify uncertain terms or roles. Walmart, for instance, asks

employees not to respond to customer inquiries online unless they are part of the official

Walmart social team. And many companies, including Adidas, Oracle, and Ford Motor

Company, ask employees to make it clear that their posts are their own opinions, not those of

the entire organization. Guidelines like these protect your organization’s brand and prevent

potential crises.

Employees should not feel that their thoughts are being policed. But if they are openly affiliated

JWI 505: Business Communications and Executive Presence

Week 9 Lecture Notes

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

JWI 505 – Lecture Notes (1206) Page 6 of 6

with you and your organization, you want them to be positive spokespeople for your brand.

Perhaps you can create a blog that employees can use to post about working at the company.

Adobe offers a strong example of this with its Adobe Life blog. Furthermore, companies like

Spotify and Reebok have created hashtags which employees can use in their posts. Adding

#fitasscompany to an Instagram post, for instance, demonstrates how Reebok employees are

upholding their company’s brand.

Looking Ahead

In this lecture, we examined the elements of a strong, professional social media presence. We

discussed how to use different online platforms for different objectives. We also uncovered how

to protect your and your organization’s reputations through tools like digital engagement

policies. You know that your online presence can be a significant boon to your professional

development. But as we have discovered, sending the wrong messages can severely hinder

your aspirations. You should feel free to express your opinions on the Internet. Just make sure

you know what those opinions represent and how they might appear to others.

In our final lecture, we will return to the topic of executive presence. We began this course by

learning what it is and why it is so important for you. We will conclude by exploring how to

demonstrate your own executive presence while you grow as a leader.

**Week9BusinessCommunicationDiscussion.jpeg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week9businesscommunicationdiscussion-jpeg-10313561)

**## JWI505Week9LectureNotes.pdf**

JWI 505: Business Communications and Executive Presence

Week 9 Lecture Notes

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

JWI 505 – Lecture Notes (1206) Page 1 of 6

Digital and Social Media

What It Means

Whether you are conversing with a colleague, leading a team meeting, or addressing your

entire company, you have the ability to communicate authentically and confidently. But how

do you communicate with people you do not interact with on a daily basis? How do you

deliver messages in an environment you cannot easily control, where opinions are magnified

and everything you say is recorded forever? In short, how do you communicate online?

A strong digital presence is paramount to strengthening your brand. You will learn more about

your company’s online brand in JWI 518: Marketing in a Global Environment. This week, we

will focus on your personal brand. When roughly half of the world’s population uses a social

networking website or app, you cannot afford to ignore your digital footprint. It must be

professional, well-organized, and genuine, and it must align with your organization’s values.

In this lecture, you will learn how to present yourself online. We will discuss how to

communicate strategically across different social networks, as well as what to include in a

digital engagement policy.

Why It Matters

• Prospective employees, employers, and customers use your online presence to
learn about you.

• Different social networks can provide you with different opportunities to grow.

• A comprehensive digital engagement policy can align your organization around its
mission.

“You are responsible for everything you post and everything you post will be a reflection
of you.”

Germany Kent

JWI 505: Business Communications and Executive Presence

Week 9 Lecture Notes

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

JWI 505 – Lecture Notes (1206) Page 2 of 6

The Internet Is Written in Ink

Warren Buffett advises his employees to take “the newspaper test” before they make a big

decision. If you are unsure about a certain action, you ask yourself how you would feel if your

local newspaper wrote about it the next day. If you still have any doubts, you do not take the

action. You will be responsible for the decision and all of its outcomes. And as you learned in

Week 5 of this course, if something goes wrong, you will have a hard time regaining people’s

trust and confidence. Your local newspaper will definitely not help you.

The same principle holds true for what you say and do online. The big difference is that you

have more to worry about than your local newspaper. If enough people see or respond to

something you post, anything you write can go viral overnight. And while you can delete or edit

your content, you can never ensure that what you posted will not be read. As a character from

the 2010 film The Social Network points out, “The Internet’s not written in pencil…it’s written in

ink.”1 There are plenty of examples of well-known figures whose careers were derailed by their

tweets, including Roseanne Barr, Gilbert Gottfried, and BBC journalist Danny Baker. But you do

not have to be a famous celebrity to attract attention online. Consider Denise Helms, the

manager of a Cold Stone Creamery store who used a racist slur in a Facebook post. Or take

Stephanie Bon, an HR assistant who used her posts to complain about her salary at Lloyds

Banking Group. Even though they used their personal social media accounts, both Helms and

Bon were fired for their actions. Think about it. If you were a manager at Cold Stone or Lloyds,

would you want this content to be even remotely associated with your organization?

Even if you are using social media on your personal time, what you do reflects on the

organizations you are associated with. It can also spark the curiosity of the organizations you

want to be associated with. According to a 2018 study by CareerBuilder, an employment

website, 70% of employers surveyed said they looked at social media sites to help them

evaluate job applicants. For hiring managers, your résumé and your interview are both

important. But how you present yourself online can offer a truer sense of your personality. And

according to CareerBuilder’s study, 57% of employers reported they had found material on

those sites that led them to eliminate candidates.2 Sharing inappropriate content,

1 The Social Network, directed by David Fincher (2010; Los Angeles: Columbia Pictures, 2011), DVD.
2 “More than Half of Employers Have Found Content on Social Media that Caused Them NOT to Hire a Candidate,
According to Recent CareerBuilder Survey,” CareerBuilder, August 9, 2018, http://press.careerbuilder.com/2018-08-
09-More-Than-Half-of-Employers-Have-Found-Content-on-Social-Media-That-Caused-Them-NOT-to-Hire-a-
Candidate-According-to-Recent-CareerBuilder-Survey.

JWI 505: Business Communications and Executive Presence

Week 9 Lecture Notes

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

JWI 505 – Lecture Notes (1206) Page 3 of 6

communicating unprofessionally, and spreading mistruths are all warning signs for hiring

managers.

This is not to say you can never use social media, or that you can never express your opinions.

In fact, most employers expect you to have an active online presence. After all, if you were a

hiring manager, and you could not find information about a job applicant anywhere online, what

would you assume about them? You just have to make sure your online presence – your

LinkedIn, Twitter, Facebook, blog, and personal website, among others – is professional. It has

to reflect who you are as a person. And it must demonstrate why you are worth listening to.

What to Post and Where to Post It

In Week 6 of our course, you learned the five components of a strong communication strategy.

You know that your objective plays a key role in determining both your content and your

medium. You want to capitalize on every opportunity you have to expand your presence and

create strong connections with others. Social networks can help you do that. You need to

assess what you want to accomplish online and act accordingly.

Not all social networks are alike, and you will want to use different channels for different

purposes. For example, imagine that you are the sole proprietor of a photography business. You

have a number of very loyal clients, but you want to expand your presence and grow your

business. You already know that you should have a strong LinkedIn profile. This is how you

connect with other professionals and display your credentials and accomplishments. But what

else do you need? If you have enough clients, you could create a Facebook page for your

business. This will be useful for sharing updates with those clients. You should have a website

that lists all of your services, as well as your contact information and a short biography. Since

you work in visual arts, you should have an account on a platform that caters to visual

expression, like Snapchat or Instagram. You could also create a Twitter account if you want to

capitalize on new business trends and share articles. In each of these instances, your objective

is to spread awareness of who you are and what you do. And while the content you share on

these platforms should all align with your personal brand, you will tailor that content to each

channel. This way, you fulfill your objective through different means. As Laura Brown reminds

us, just make sure you use these channels consistently and frequently to build your online

JWI 505: Business Communications and Executive Presence

Week 9 Lecture Notes

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

JWI 505 – Lecture Notes (1206) Page 4 of 6

presence.3

Using social media to expand your personal presence sounds straightforward, and if you deliver

the right content about yourself through the right channels, you will succeed. But whatever you

present online is always open to scrutiny. This is especially true if you are looking for a job.

Take a look at your social media accounts, especially if you do not use very strong privacy

settings. Are there a lot of posts about yourself and your personal life? Do you share a lot of

very divisive thoughts about politics or social issues? Are there a lot of pictures online of you

drinking? According to a 2020 study from Pennsylvania State University, hiring managers weigh

topics like these very heavily when they make decisions.4 You may not mean to offend those

managers when you share pictures from your birthday party or when you post a political opinion

piece. But what would potential employers think if they saw this content? Posting too much

personal information could make you seem self-absorbed and unlikely to contribute to team

goals. Posting very strong opinions about controversial issues could indicate that you are

argumentative and will not cooperate with your colleagues. And posting too many pictures of

yourself drinking and partying suggests that you might not take work seriously.

Believe it or not, hiring managers are not actively looking for reasons not to hire you. They just

want to know more about who you are. They also want to make sure your qualifications are

legitimate. The background you have posted online should match with what you have on your

résumé. In fact, hiring managers will look extremely favorably on content that is communicated

professionally or that demonstrates positive interests, like volunteer work. This is why you

should constantly update your professional networking accounts, such as LinkedIn or Shapr.

Your other accounts should complement that background, especially if you use them for

professional purposes. Your personal profiles, such as your personal Instagram account, are

best kept private.

You should still exercise this level of caution if you are gainfully employed. The way you present

yourself online is scrutinized even after you are hired. CareerBuilder found that almost half of

employers use social media to research their employees.5 Even if you think your boss does not

check your accounts, think about your connections. Are you Facebook friends with your team

3 Laura Brown, The Only Business Writing Book You’ll Ever Need (New York: W.W. Norton & Company, Inc., 2019),
143-155.
4 Sara LaJeunesse, “Social Media Content Matters for Job Candidates, Researchers Find,” Penn State News,
February 5, 2020, https://news.psu.edu/story/607015/2020/02/05/research/social-media-content-matters-job-
candidates-researchers-find.
5 CareerBuilder.

JWI 505: Business Communications and Executive Presence

Week 9 Lecture Notes

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

JWI 505 – Lecture Notes (1206) Page 5 of 6

members? Do your colleagues follow you on Snapchat? If they took issue with something you

posted, what might they do? There are countless examples of people like Denise Helms and

Stephanie Bon who have been reprimanded or even fired for what they posted on their

accounts. And remember, it is virtually impossible to erase content from the Internet. If you are

fired for an insensitive tweet, for instance, any potential employer can find that tweet quite

easily.

Setting Guidelines for Employees

Preventing your coworkers and employees from checking their social media accounts during the

workday is extraordinarily difficult. But considering that your employees can be powerful

advocates for your organization online, you do not necessarily want to prevent them. In fact, as

many business leaders have learned, you can use their online presence to your benefit. Jeremy

Burton, the CEO of Observe, Inc., a technology company, requires employees to spend an hour

a day on social media. And Tony Hsieh, the former CEO of the clothing company Zappos, even

created a curriculum for employees on how to use social media effectively.

A digital engagement policy is a strong step toward harnessing your employees’ power as digital

advocates. This policy outlines what your brand is and how to project that brand online. It details

what content your employees should never post. It offers a thorough definition of acceptable

conduct on the Internet. If it is truly comprehensive, it will even delineate what behaviors are

acceptable for different channels.

Having a digital engagement policy does not mean imposing strict rules on what your

employees say online. Often, what you put in your policy should be common sense. For

example, regardless of who you are or where you work, you should never post anything lewd or

discriminatory; Best Buy explicitly includes this as a rule in its policy. But you can also use your

digital engagement policy to clarify uncertain terms or roles. Walmart, for instance, asks

employees not to respond to customer inquiries online unless they are part of the official

Walmart social team. And many companies, including Adidas, Oracle, and Ford Motor

Company, ask employees to make it clear that their posts are their own opinions, not those of

the entire organization. Guidelines like these protect your organization’s brand and prevent

potential crises.

Employees should not feel that their thoughts are being policed. But if they are openly affiliated

JWI 505: Business Communications and Executive Presence

Week 9 Lecture Notes

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

JWI 505 – Lecture Notes (1206) Page 6 of 6

with you and your organization, you want them to be positive spokespeople for your brand.

Perhaps you can create a blog that employees can use to post about working at the company.

Adobe offers a strong example of this with its Adobe Life blog. Furthermore, companies like

Spotify and Reebok have created hashtags which employees can use in their posts. Adding

#fitasscompany to an Instagram post, for instance, demonstrates how Reebok employees are

upholding their company’s brand.

Looking Ahead

In this lecture, we examined the elements of a strong, professional social media presence. We

discussed how to use different online platforms for different objectives. We also uncovered how

to protect your and your organization’s reputations through tools like digital engagement

policies. You know that your online presence can be a significant boon to your professional

development. But as we have discovered, sending the wrong messages can severely hinder

your aspirations. You should feel free to express your opinions on the Internet. Just make sure

you know what those opinions represent and how they might appear to others.

In our final lecture, we will return to the topic of executive presence. We began this course by

learning what it is and why it is so important for you. We will conclude by exploring how to

demonstrate your own executive presence while you grow as a leader.

**Week9BusinessCommunicationDiscussion.jpeg**

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November 5, 2026
[Solved] psych week 5 dq 1

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Choose one of the malpractice cases described in this week's chapter reading. Describe one of the points of law, specific issues, or matters of doctrine that impressed, intrigued or frightened you. Since we have all read this chapter, there is no need to summarize the case. Rather, you should discus…

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Assignment Prompt & Instructions

Choose one of the malpractice cases described in this week's chapter reading. Describe one of the points of law, specific issues, or matters of doctrine that impressed, intrigued or frightened you. Since we have all read this chapter, there is no need to summarize the case. Rather, you should discuss one aspect of the case. You can argue the court’s findings, learn more about the issues involved through outside references, or describe a variation on the case that might have gotten a different outcome.
Issue post is due by Day 4 (Thursday) and at least one substantive response post is due by Day 6 (Saturday).
REFERENCES
– Slobogin, C., Hafemeister, L.T., & Mossman, D. (2020). _Law and the mental health system: Civil and criminal aspects_ (7th ed.). West Academic Publishing.
– Chapter 3, “Professional Liability for Malpractice”
– There are important supplemental readings in **Course Info**, under "Week 5."

November 5, 2026
[Solved] Perusal mod 6

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– ## PerusalAssignmentmod6.docx – ## ResearchDesign.SixthEdition-OGL540EvidenceBasedInquiry2025SummerA-Perusall.pdf **## PerusalAssignmentmod6.docx** Perusal Assignment (I attached the textbook and this is coming from chapter 10 ( **MIXED METHOD PROCEDURES**) 1. Look in paragraph 1 under Mixed Meth…

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Assignment Prompt & Instructions

– ## PerusalAssignmentmod6.docx

– ## ResearchDesign.SixthEdition-OGL540EvidenceBasedInquiry2025SummerA-Perusall.pdf

**## PerusalAssignmentmod6.docx**

Perusal Assignment (I attached the textbook and this is coming from chapter 10 (
**MIXED METHOD PROCEDURES**)

1. Look in paragraph 1 under Mixed Methods Research in Perspective in the text, and explain the paragraph, that starts with “
**_mixed method research as a distinct methodology originating around the 1980’s_**”) Write 75 words to explain this.

2. Go to the third paragraph, under Mixed Methods Research in Perspective in the text and explain this paragraph in 75 words. It will start with (
_an international community of mixed methods scholars_).

3. Go to the next topic, entitled “
_c_
_**haracteristics of mixed methods research**”_ and write about the paragraph that starts with (
_understanding mixed methods growth and popularity helps frame_)

4. Go to the next prompt (
**Justification for using mixed method research**) and write 100 words regarding the paragraph that starts with (
_numerous reasons can justify_)

5. Go to the next prompt entitled (
**Definitions of Mixed Method Terms**) and write 50 words just explaining what open and closed ended data.

**## ResearchDesign.SixthEdition-OGL540EvidenceBasedInquiry2025SummerA-Perusall.pdf**

Part 1 of 1

CHAPTER 10 MIXED METHODS PROCEDURES

LEARNING OBJECTIVES
1. Describe each of the six characteristics of mixed methods research to use in a definition.
2. Create a justification for using mixed methods research in a proposal or study.
3. Define key terms used in mixed methods, such as open- and closed-ended data, research design, integration, joint displays, and metainferences when presented in

a proposal or study.
4. Contrast quantitative and qualitative data when presented in a study.
5. Identify for a core design its intent, procedures for data collection, integration, metainferences, and validity.
6. Choose a type of mixed methods design for a study, and present reasons for the choice.
7. Identify the elements that go into an integration statement for a proposal or a study.

INTRODUCTION
Up until this point, we have considered writing quantitative and qualitative methods. We have not discussed “mixing” or combining the two forms of data in a study: a
mixed methods procedure. We can start with the assumption that both forms of data provide different types of information (open-ended data in the case of qualitative and
closed-ended data in the case of quantitative). Suppose we further assume that each type of data collection has both limitations and strengths. In that case we can consider
how to combine the strengths to develop a stronger understanding of the research problem or questions (and overcome the limitations of each). In a sense, more insight into a
problem must be gained from mixing or integrating the quantitative and qualitative data. This “mixing” or integrating of data provides a stronger understanding of the
problem or question than either by itself. Mixed methods research is simply “mining” the databases more by integrating them. This idea is at the core of a new methodology
called “mixed methods research.”

Table 10.1 shows a checklist of the mixed methods procedures addressed in this chapter. The checklist follows the chapter topics and some important terms for engaging in
this methodology.

Table 10.1 A Checklist of Questions for Designing a Mixed Methods Procedure

______ Have you defined mixed methods research?

______ Do you justify using mixed methods methodology for your problem and question?

______ Have you collected both quantitative and qualitative data?

TC

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**## ResearchDesign.SixthEdition-OGL540EvidenceBasedInquiry2025SummerA-Perusall.pdf**

Part 1 of 1

CHAPTER 10 MIXED METHODS PROCEDURES

LEARNING OBJECTIVES
1. Describe each of the six characteristics of mixed methods research to use in a definition.
2. Create a justification for using mixed methods research in a proposal or study.
3. Define key terms used in mixed methods, such as open- and closed-ended data, research design, integration, joint displays, and metainferences when presented in

a proposal or study.
4. Contrast quantitative and qualitative data when presented in a study.
5. Identify for a core design its intent, procedures for data collection, integration, metainferences, and validity.
6. Choose a type of mixed methods design for a study, and present reasons for the choice.
7. Identify the elements that go into an integration statement for a proposal or a study.

INTRODUCTION
Up until this point, we have considered writing quantitative and qualitative methods. We have not discussed “mixing” or combining the two forms of data in a study: a
mixed methods procedure. We can start with the assumption that both forms of data provide different types of information (open-ended data in the case of qualitative and
closed-ended data in the case of quantitative). Suppose we further assume that each type of data collection has both limitations and strengths. In that case we can consider
how to combine the strengths to develop a stronger understanding of the research problem or questions (and overcome the limitations of each). In a sense, more insight into a
problem must be gained from mixing or integrating the quantitative and qualitative data. This “mixing” or integrating of data provides a stronger understanding of the
problem or question than either by itself. Mixed methods research is simply “mining” the databases more by integrating them. This idea is at the core of a new methodology
called “mixed methods research.”

Table 10.1 shows a checklist of the mixed methods procedures addressed in this chapter. The checklist follows the chapter topics and some important terms for engaging in
this methodology.

Table 10.1 A Checklist of Questions for Designing a Mixed Methods Procedure

______ Have you defined mixed methods research?

______ Do you justify using mixed methods methodology for your problem and question?

______ Have you collected both quantitative and qualitative data?

TC

KN

NS

CS

JV

×Assignment information

Due Thu Jun 26, 2025 2:59 am EDT

You started 0 conversations and posted 0 follow-up answers or
comments. 0 people responded to or upvoted your comments.

Part 1 of 1: Research Design. Sixth Edition
Chapter 10 Mixed Methods Procedures – Additional Readings

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**## PerusalAssignmentmod6.docx**

Perusal Assignment (I attached the textbook and this is coming from chapter 10 (
**MIXED METHOD PROCEDURES**)

1. Look in paragraph 1 under Mixed Methods Research in Perspective in the text, and explain the paragraph, that starts with “
**_mixed method research as a distinct methodology originating around the 1980’s_**”) Write 75 words to explain this.

2. Go to the third paragraph, under Mixed Methods Research in Perspective in the text and explain this paragraph in 75 words. It will start with (
_an international community of mixed methods scholars_).

3. Go to the next topic, entitled “
_c_
_**haracteristics of mixed methods research**”_ and write about the paragraph that starts with (
_understanding mixed methods growth and popularity helps frame_)

4. Go to the next prompt (
**Justification for using mixed method research**) and write 100 words regarding the paragraph that starts with (
_numerous reasons can justify_)

5. Go to the next prompt entitled (
**Definitions of Mixed Method Terms**) and write 50 words just explaining what open and closed ended data.

**## ResearchDesign.SixthEdition-OGL540EvidenceBasedInquiry2025SummerA-Perusall.pdf**

Part 1 of 1

CHAPTER 10 MIXED METHODS PROCEDURES

LEARNING OBJECTIVES
1. Describe each of the six characteristics of mixed methods research to use in a definition.
2. Create a justification for using mixed methods research in a proposal or study.
3. Define key terms used in mixed methods, such as open- and closed-ended data, research design, integration, joint displays, and metainferences when presented in

a proposal or study.
4. Contrast quantitative and qualitative data when presented in a study.
5. Identify for a core design its intent, procedures for data collection, integration, metainferences, and validity.
6. Choose a type of mixed methods design for a study, and present reasons for the choice.
7. Identify the elements that go into an integration statement for a proposal or a study.

INTRODUCTION
Up until this point, we have considered writing quantitative and qualitative methods. We have not discussed “mixing” or combining the two forms of data in a study: a
mixed methods procedure. We can start with the assumption that both forms of data provide different types of information (open-ended data in the case of qualitative and
closed-ended data in the case of quantitative). Suppose we further assume that each type of data collection has both limitations and strengths. In that case we can consider
how to combine the strengths to develop a stronger understanding of the research problem or questions (and overcome the limitations of each). In a sense, more insight into a
problem must be gained from mixing or integrating the quantitative and qualitative data. This “mixing” or integrating of data provides a stronger understanding of the
problem or question than either by itself. Mixed methods research is simply “mining” the databases more by integrating them. This idea is at the core of a new methodology
called “mixed methods research.”

Table 10.1 shows a checklist of the mixed methods procedures addressed in this chapter. The checklist follows the chapter topics and some important terms for engaging in
this methodology.

Table 10.1 A Checklist of Questions for Designing a Mixed Methods Procedure

______ Have you defined mixed methods research?

______ Do you justify using mixed methods methodology for your problem and question?

______ Have you collected both quantitative and qualitative data?

TC

KN

NS

CS

JV

×Assignment information

Due Thu Jun 26, 2025 2:59 am EDT

You started 0 conversations and posted 0 follow-up answers or
comments. 0 people responded to or upvoted your comments.

Part 1 of 1: Research Design. Sixth Edition
Chapter 10 Mixed Methods Procedures – Additional Readings

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› OGL 540: Evidence Based Inquiry (2025 Summer A) › Assignments › Module 6: Perusall Reading and Discussion (Chapter 10) Page 226 ⎙ 5 6 7 All comments , 8 Thaddeus Cain TC

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**## PerusalAssignmentmod6.docx**

Perusal Assignment (I attached the textbook and this is coming from chapter 10 (
**MIXED METHOD PROCEDURES**)

1. Look in paragraph 1 under Mixed Methods Research in Perspective in the text, and explain the paragraph, that starts with “
**_mixed method research as a distinct methodology originating around the 1980’s_**”) Write 75 words to explain this.

2. Go to the third paragraph, under Mixed Methods Research in Perspective in the text and explain this paragraph in 75 words. It will start with (
_an international community of mixed methods scholars_).

3. Go to the next topic, entitled “
_c_
_**haracteristics of mixed methods research**”_ and write about the paragraph that starts with (
_understanding mixed methods growth and popularity helps frame_)

4. Go to the next prompt (
**Justification for using mixed method research**) and write 100 words regarding the paragraph that starts with (
_numerous reasons can justify_)

5. Go to the next prompt entitled (
**Definitions of Mixed Method Terms**) and write 50 words just explaining what open and closed ended data.

**## ResearchDesign.SixthEdition-OGL540EvidenceBasedInquiry2025SummerA-Perusall.pdf**

Part 1 of 1

CHAPTER 10 MIXED METHODS PROCEDURES

LEARNING OBJECTIVES
1. Describe each of the six characteristics of mixed methods research to use in a definition.
2. Create a justification for using mixed methods research in a proposal or study.
3. Define key terms used in mixed methods, such as open- and closed-ended data, research design, integration, joint displays, and metainferences when presented in

a proposal or study.
4. Contrast quantitative and qualitative data when presented in a study.
5. Identify for a core design its intent, procedures for data collection, integration, metainferences, and validity.
6. Choose a type of mixed methods design for a study, and present reasons for the choice.
7. Identify the elements that go into an integration statement for a proposal or a study.

INTRODUCTION
Up until this point, we have considered writing quantitative and qualitative methods. We have not discussed “mixing” or combining the two forms of data in a study: a
mixed methods procedure. We can start with the assumption that both forms of data provide different types of information (open-ended data in the case of qualitative and
closed-ended data in the case of quantitative). Suppose we further assume that each type of data collection has both limitations and strengths. In that case we can consider
how to combine the strengths to develop a stronger understanding of the research problem or questions (and overcome the limitations of each). In a sense, more insight into a
problem must be gained from mixing or integrating the quantitative and qualitative data. This “mixing” or integrating of data provides a stronger understanding of the
problem or question than either by itself. Mixed methods research is simply “mining” the databases more by integrating them. This idea is at the core of a new methodology
called “mixed methods research.”

Table 10.1 shows a checklist of the mixed methods procedures addressed in this chapter. The checklist follows the chapter topics and some important terms for engaging in
this methodology.

Table 10.1 A Checklist of Questions for Designing a Mixed Methods Procedure

______ Have you defined mixed methods research?

______ Do you justify using mixed methods methodology for your problem and question?

______ Have you collected both quantitative and qualitative data?

TC

KN

NS

CS

JV

×Assignment information

Due Thu Jun 26, 2025 2:59 am EDT

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Part 1 of 1: Research Design. Sixth Edition
Chapter 10 Mixed Methods Procedures – Additional Readings

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[https://app.perusall.com/courses/ogl-540-evidence-based-inquiry-2025-summer-a-470433436/research-design-qualitative-quantitative-and-mixed-methods-approaches-230576734?assignmentId=tP8zW3fcCMtYcbDyz&part=1](https://app.perusall.com/courses/ogl-540-evidence-based-inquiry-2025-summer-a-470433436/research-design-qualitative-quantitative-and-mixed-methods-approaches-230576734?assignmentId=tP8zW3fcCMtYcbDyz&part=1)

[https://app.perusall.com/courses/ogl-540-evidence-based-inquiry-2025-summer-a-470433436/_/dashboard/assignments/tP8zW3fcCMtYcbDyz](https://app.perusall.com/courses/ogl-540-evidence-based-inquiry-2025-summer-a-470433436/_/dashboard/assignments/tP8zW3fcCMtYcbDyz)

– 1
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November 5, 2026
[Solved] Ogl 554 final

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– ## Milestonecheckin.docx – ## annotatedbibloogl554.docx – ## trainingmoduleexample.pptx – OGL554_FinalProject-Molder.pdf – Module7finalproject554.docx – Modulesthroughouttheweeks.docx – OGL554TrainingPresentation-FINAL.pdf – milestone2needsassessmentpaper.docx – module3example.pptx **## Milestone…

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Assignment Prompt & Instructions

– ## Milestonecheckin.docx

– ## annotatedbibloogl554.docx

– ## trainingmoduleexample.pptx

– OGL554_FinalProject-Molder.pdf
– Module7finalproject554.docx
– Modulesthroughouttheweeks.docx
– OGL554TrainingPresentation-FINAL.pdf
– milestone2needsassessmentpaper.docx
– module3example.pptx

**## Milestonecheckin.docx**

2

**Learning Design Check-in for EmpowerEd**

The Google Classroom training module will be delivered in person at a community center over four hours, with a catered lunch to encourage teamwork. This medium shows that 65% of teachers choose hands-on learning (EmpowerEd, 2025). Educators will receive a PDF handbook before the training that goes over the basics of Google Classroom and EmpowerEd's mission. This will help the organization stay on the same page. An ed-tech expert led the session, which included demonstrations, practice, and group discussions, all based on andragogical concepts (Finley, 2010).

The in-person model fits with EmpowerEd's goal of providing useful professional development that lets teachers practice skills in a safe space. This is important for the 70% who said they didn't get enough training. It helps teachers reach their objective of encouraging new ways of teaching by giving them the tools to make interesting, tech-based classes for a wide range of students. To solve scheduling problems caused by teachers' schedules, a Doodle poll will be sent out by email to confirm a day within two weeks. If it isn't possible to present in person, a live Zoom workshop with breakout rooms is an option, although it might not be as engaging. A self-paced online module is a last resort because it doesn't allow for cooperation (Levett-Jones, 2005). A post-workshop survey measuring satisfaction and a 45-day classroom observation evaluating skill application will be used to see if the program is effective. This will make sure that it fits with EmpowerEd's goals of being open to everyone.
To solve scheduling problems caused by teachers' schedules, a Doodle poll will be sent out by email to confirm a day within two weeks. If it isn't possible to present in person, a live Zoom workshop with breakout rooms is an option, although it might not be as engaging. A self-paced online module is a last resort because it doesn't allow for cooperation (Levett-Jones, 2005)

**References**

EmpowerEd. (2025).
_Mission & vision_.
[https://www.empowered.org/about-us/mission-vision](https://www.empowered.org/about-us/mission-vision)

Finley, J. (2010). Andragogy (Adult Learning). [Video]. YouTube.
[https://www.youtube.com/watch?v=vLoPiHUZbEw&t=222s](https://www.youtube.com/watch?v=vLoPiHUZbEw&t=222s)

Levett-Jones, T. L. (2005). Self-directed learning: Implications and limitations for undergraduate nursing education.
_Nurse Education Today, 25_(5), 363–368.
[https://doi.org/10.1016/j.nedt.2005.03.003](https://doi.org/10.1016/j.nedt.2005.03.003)

Noe, R. A. (2018).
_Employee training and development_ (7th ed.). McGraw-Hill Education.

**## annotatedbibloogl554.docx**

6

**Life-Long Learning Final**

Thaddeus Cain

Arizona State University

Ogl 554

Dr. Wallace

June 13, 2025

Ever-expanding knowledge can be considered a foundation stone in developing military and civil careers, specifically in such arduous industries as the military and hospitality. Lifelong learning implies being involved in both formal and informal learning occasions, all of which contribute to the shaping of leaders and advancement in job performance. Leadership in an area such as the military is developed through lifelong learning; likewise, hospitality enhances employee performance and organizational commitment through training and development. By utilizing personal and professional scenarios, this paper articulates the contribution of lifelong learning processes to carve out career pathways, build organizational commitment, and ultimately translate into better job performance. An annotated bibliography centered on the peer-reviewed literature regarding lifelong learning and career development processes, emphasizing military-to-civilian transitions. The knowledge of professional development through continuous learning becomes critical as the service member prepare to enter civilian careers. A wide range of topics related to career transition, like skills translation, leadership transformation, and enhancement of professional development approaches, find their place within this collection. In assessing these scholarly works, this bibliography evaluates approaches backed by evidence that may assist career transitions set against the veteran population. The articles selected are among the most current in the field, with publication dates between 2021 to 2025, thus remaining up-to-date with today's evolving workforce demands.

**Annotated Bibliography**

Hosen, S., Hamzah, S. R., Arif Ismail, I., NoormiAlias, S., Faiq Abd Aziz, M., & Rahman, M. M. (2023). Training & development, career development, and organizational commitment as the predictor of work performance.
_Heliyon_,
_10_(1), e23903. https://doi.org/10.1016/j.heliyon.2023.e23903

This interrelated study examines training and development, career development, organizational commitment, and their effect on the work performance of frontline hotel employees in Bangladesh. With 362 participants, it emphasizes the need for having structured career development programs alongside continuous training for employee performance, by increasing their commitment to the organization. In line with the social exchange theory, the study presumes that when organizations invest in their employees, those employees feel a greater sense of obligation or attachment and thus perform better overall.

            Moreover, the results show that mentoring and feedback from peers are at least as important as formal training, meaning informal learning also significantly impacts workplace competence. It also supports my transition from military to civilian roles, mostly related to leadership and crisis management skills transferable. This research suggests that structured professional development, such as certifications in project management or conflict resolution, would be necessary in translating my military experience into new civilian contexts. Moreover, leveraging mentorship and networking, as emphasized in the study, would allow me to gain insights into the corporate or nonprofit sectors, enriching my professional journey.

Dı́ezF. V., Martínez-Morán, P. C., & Aurrekoetxea-Casaus, M. (2023). The learning process to become a military leader: born, background and lifelong learning.
_Frontiers in Education_,
_8_. https://doi.org/10.3389/feduc.2023.1140905

This qualitative study conducted by Díez et al. (2023) defines and analyzes lifelong learning in military leadership in Spain. The study finds that in the leadership development of the Army, Navy, and Air Force, 90% of leadership skills are developed informally or traumatically by way of missions and peer interactions, and that only 10% come out of formal instruction in military academies. This challenges the cardinal notion of leadership as an innate human trait and instead places it as an evolving phenomenon contingent upon life experiences, be they work-related or personal. This underlines how vital real-world exposure to leadership dilemmas under stress and decision-making situations under severe time constraints or uncertainty is for developing military leaders.

            The study is beneficial for my transition because it tells me what to focus on while marketing my military leadership to civilian employers. The ability to work quickly, make quick decisions, and lead different groups is going to be a valued set of skills in civilian leadership positions. In addition, the study is emphatic on the significance of family support, along with personal resilience, which is considered essential for a very long-term career in leadership. While transitioning, the plan is to use a self-learning approach, in other words, continually seeking performance feedback from my mentors or peers in order to zero in and polish my leadership skills. Each stage of civilian employment will be another chance to diversify my skills and enhance my development both personally and professionally.

Conclusion

            According to research analyzed for the annotated bibliography, lifelong learning is indeed essential in military career transitions. The significant findings are that factors such as formal education and informal learning contribute to adjustment experiences in civilian workplaces. The studies consider mentorship programs, certification of skills, and informal or self-directed learning as good transition tools. These insights indicate that for veterans, the most effective way of converting military skills to civilian ones is by becoming actively engaged in continuous professional development. The annotated bibliography also points to the need for organizational support systems recognizing and cultivating veterans' unique leadership attributes. The findings can further form a basis for both individual transition strategies and instituted programs for veteran career development. Using these evidence-based approaches, transitioning service members can lay better foundations for meaningful careers outside the military while keeping up with their continuous professional development through lifelong learning opportunities.

**References**

Dı́ezF. V., Martínez-Morán, P. C., & Aurrekoetxea-Casaus, M. (2023). The learning process to become a military leader: born, background and lifelong learning.
_Frontiers in Education_,
_8_. https://doi.org/10.3389/feduc.2023.1140905

Hosen, S., Hamzah, S. R., Arif Ismail, I., NoormiAlias, S., Faiq Abd Aziz, M., & Rahman, M. M. (2023). Training & development, career development, and organizational commitment as the predictor of work performance.
_Heliyon_,
_10_(1), e23903. https://doi.org/10.1016/j.heliyon.2023.e23903

**## trainingmoduleexample.pptx**

Training Module Project

Aleta Leone

OGL 554: Learning and Development in Organizations

Dr. Marie Wallace

June 2025

Introduction

At the Mayo Clinic School of Graduate Medical Education (MCSGME), recent internal assessments revealed ongoing challenges in communication between program coordinators and program directors. Stakeholders reported frequent miscommunication, unclear expectations, and inefficient meetings. These gaps directly impact coordination, decision-making, and ultimately, the quality of graduate medical education. This training module was created in response to those findings. By focusing on structured meeting facilitation, this training supports MCSGME’s organizational goals of promoting clarity, operational efficiency, and collaborative leadership.

Course Synopsis

This training provides a structured approach to communication, centered around creating and facilitating effective meetings using structured agendas. The course leverages adult learning principles and progresses from foundational knowledge to applied practice.

Course Objectives:

Define the characteristics of effective academic meetings.

Identify common communication barriers between coordinators and directors.

Analyze real-world meeting challenges and evaluate solutions.

Develop agendas that drive clarity and alignment.

Evaluate structured meetings using stakeholder feedback and performance metrics.

Create sustainable, action-oriented meeting strategies.

Training Module Learning Objectives

Participants will:

Identify essential components of a structured agenda.

Analyze ineffective agenda examples and revise them using best practices.

Create agendas tailored to program-specific needs.

Facilitate simulated meetings using structured agendas.

Evaluate their own facilitation using rubrics and peer feedback.

Reflect on personal growth and areas for improvement.

Reinforcing the Need & Adult Learning Buy-In

Structured agendas aren’t just tools – they’re strategies for reducing confusion, saving time, and enhancing collaboration. This training is designed with real-world application in mind. Participants will leave with immediately usable templates, coaching, and experience practicing facilitation techniques in a supportive environment. These are skills that can improve your meetings next week, not just someday.

Learning Objective One

Objective: Identify and Deconstruct a Structured Agenda

Brief reading on what makes meetings effective

Breakdown of a sample “ideal” agenda

Compare to an “ineffective” version

Assessment: Multiple choice quiz (5 questions) on agenda elements

Learning Objective Two

Objective: Analyze and Improve an Existing Agenda

Activity: Edit an agenda with missing or unclear components

Group work: Small breakout teams revise and share improvements

Assessment: Peer-reviewed feedback using a short rubric

Learning Objective Three

Objective: Create and Facilitate a Structured Meeting

Use a provided template to build your own meeting agenda

Simulate a meeting using your agenda with peers

Assessment: Rubric-based evaluation by instructor and peers

Summative Assessment

Final Project: Participants lead a structured meeting in their real-world setting

Submit: meeting agenda, meeting notes, and a reflection log

Evaluation: Observation rubric + self/peer reflection

Reiteration

This training directly responds to communication concerns identified in the MCSGME needs assessment. By learning and applying structured meeting techniques, participants are supporting organizational goals of operational clarity and collaboration. The module’s objectives align with course goals by moving from knowledge to practice, preparing participants to make real impact in their roles.

Evaluation Form

Delivery Method: Google Form (linked via LMS or email)

Key Questions:

How confident are you in applying structured agenda techniques?

What part of the training was most useful?

What suggestions do you have for improvement?

Optional: Rate your facilitator and group activities.

References

Alsaleh, N. (2020). The effectiveness of an instructional design training program…

Pribadi, B. A., & Chung, L. (2023). Designing online learning…

McDonald, J. (2021). The everydayness of instructional design…

Brass et al. (2023). Learning analytics for lifelong career development…

## image1.jpeg

## image34.png

## image35.svg

.MsftOfcThm_Accent1_Fill_v2 {
fill:#00C6BB;
}
.MsftOfcThm_Accent1_Stroke_v2 {
stroke:#00C6BB;
}

**OGL554_FinalProject-Molder.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ogl554-finalproject-molder-pdf)

**Module7finalproject554.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module7finalproject554-docx-10331445)

**Modulesthroughouttheweeks.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/modulesthroughouttheweeks-docx)

**OGL554TrainingPresentation-FINAL.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ogl554trainingpresentation-final-pdf)

**milestone2needsassessmentpaper.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/milestone2needsassessmentpaper-docx)

**module3example.pptx**

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**module3example.pptx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module3example-pptx-10331479)

**## Milestonecheckin.docx**

2

**Learning Design Check-in for EmpowerEd**

The Google Classroom training module will be delivered in person at a community center over four hours, with a catered lunch to encourage teamwork. This medium shows that 65% of teachers choose hands-on learning (EmpowerEd, 2025). Educators will receive a PDF handbook before the training that goes over the basics of Google Classroom and EmpowerEd's mission. This will help the organization stay on the same page. An ed-tech expert led the session, which included demonstrations, practice, and group discussions, all based on andragogical concepts (Finley, 2010).

The in-person model fits with EmpowerEd's goal of providing useful professional development that lets teachers practice skills in a safe space. This is important for the 70% who said they didn't get enough training. It helps teachers reach their objective of encouraging new ways of teaching by giving them the tools to make interesting, tech-based classes for a wide range of students. To solve scheduling problems caused by teachers' schedules, a Doodle poll will be sent out by email to confirm a day within two weeks. If it isn't possible to present in person, a live Zoom workshop with breakout rooms is an option, although it might not be as engaging. A self-paced online module is a last resort because it doesn't allow for cooperation (Levett-Jones, 2005). A post-workshop survey measuring satisfaction and a 45-day classroom observation evaluating skill application will be used to see if the program is effective. This will make sure that it fits with EmpowerEd's goals of being open to everyone.
To solve scheduling problems caused by teachers' schedules, a Doodle poll will be sent out by email to confirm a day within two weeks. If it isn't possible to present in person, a live Zoom workshop with breakout rooms is an option, although it might not be as engaging. A self-paced online module is a last resort because it doesn't allow for cooperation (Levett-Jones, 2005)

**References**

EmpowerEd. (2025).
_Mission & vision_.
[https://www.empowered.org/about-us/mission-vision](https://www.empowered.org/about-us/mission-vision)

Finley, J. (2010). Andragogy (Adult Learning). [Video]. YouTube.
[https://www.youtube.com/watch?v=vLoPiHUZbEw&t=222s](https://www.youtube.com/watch?v=vLoPiHUZbEw&t=222s)

Levett-Jones, T. L. (2005). Self-directed learning: Implications and limitations for undergraduate nursing education.
_Nurse Education Today, 25_(5), 363–368.
[https://doi.org/10.1016/j.nedt.2005.03.003](https://doi.org/10.1016/j.nedt.2005.03.003)

Noe, R. A. (2018).
_Employee training and development_ (7th ed.). McGraw-Hill Education.

**## annotatedbibloogl554.docx**

6

**Life-Long Learning Final**

Thaddeus Cain

Arizona State University

Ogl 554

Dr. Wallace

June 13, 2025

Ever-expanding knowledge can be considered a foundation stone in developing military and civil careers, specifically in such arduous industries as the military and hospitality. Lifelong learning implies being involved in both formal and informal learning occasions, all of which contribute to the shaping of leaders and advancement in job performance. Leadership in an area such as the military is developed through lifelong learning; likewise, hospitality enhances employee performance and organizational commitment through training and development. By utilizing personal and professional scenarios, this paper articulates the contribution of lifelong learning processes to carve out career pathways, build organizational commitment, and ultimately translate into better job performance. An annotated bibliography centered on the peer-reviewed literature regarding lifelong learning and career development processes, emphasizing military-to-civilian transitions. The knowledge of professional development through continuous learning becomes critical as the service member prepare to enter civilian careers. A wide range of topics related to career transition, like skills translation, leadership transformation, and enhancement of professional development approaches, find their place within this collection. In assessing these scholarly works, this bibliography evaluates approaches backed by evidence that may assist career transitions set against the veteran population. The articles selected are among the most current in the field, with publication dates between 2021 to 2025, thus remaining up-to-date with today's evolving workforce demands.

**Annotated Bibliography**

Hosen, S., Hamzah, S. R., Arif Ismail, I., NoormiAlias, S., Faiq Abd Aziz, M., & Rahman, M. M. (2023). Training & development, career development, and organizational commitment as the predictor of work performance.
_Heliyon_,
_10_(1), e23903. https://doi.org/10.1016/j.heliyon.2023.e23903

This interrelated study examines training and development, career development, organizational commitment, and their effect on the work performance of frontline hotel employees in Bangladesh. With 362 participants, it emphasizes the need for having structured career development programs alongside continuous training for employee performance, by increasing their commitment to the organization. In line with the social exchange theory, the study presumes that when organizations invest in their employees, those employees feel a greater sense of obligation or attachment and thus perform better overall.

            Moreover, the results show that mentoring and feedback from peers are at least as important as formal training, meaning informal learning also significantly impacts workplace competence. It also supports my transition from military to civilian roles, mostly related to leadership and crisis management skills transferable. This research suggests that structured professional development, such as certifications in project management or conflict resolution, would be necessary in translating my military experience into new civilian contexts. Moreover, leveraging mentorship and networking, as emphasized in the study, would allow me to gain insights into the corporate or nonprofit sectors, enriching my professional journey.

Dı́ezF. V., Martínez-Morán, P. C., & Aurrekoetxea-Casaus, M. (2023). The learning process to become a military leader: born, background and lifelong learning.
_Frontiers in Education_,
_8_. https://doi.org/10.3389/feduc.2023.1140905

This qualitative study conducted by Díez et al. (2023) defines and analyzes lifelong learning in military leadership in Spain. The study finds that in the leadership development of the Army, Navy, and Air Force, 90% of leadership skills are developed informally or traumatically by way of missions and peer interactions, and that only 10% come out of formal instruction in military academies. This challenges the cardinal notion of leadership as an innate human trait and instead places it as an evolving phenomenon contingent upon life experiences, be they work-related or personal. This underlines how vital real-world exposure to leadership dilemmas under stress and decision-making situations under severe time constraints or uncertainty is for developing military leaders.

            The study is beneficial for my transition because it tells me what to focus on while marketing my military leadership to civilian employers. The ability to work quickly, make quick decisions, and lead different groups is going to be a valued set of skills in civilian leadership positions. In addition, the study is emphatic on the significance of family support, along with personal resilience, which is considered essential for a very long-term career in leadership. While transitioning, the plan is to use a self-learning approach, in other words, continually seeking performance feedback from my mentors or peers in order to zero in and polish my leadership skills. Each stage of civilian employment will be another chance to diversify my skills and enhance my development both personally and professionally.

Conclusion

            According to research analyzed for the annotated bibliography, lifelong learning is indeed essential in military career transitions. The significant findings are that factors such as formal education and informal learning contribute to adjustment experiences in civilian workplaces. The studies consider mentorship programs, certification of skills, and informal or self-directed learning as good transition tools. These insights indicate that for veterans, the most effective way of converting military skills to civilian ones is by becoming actively engaged in continuous professional development. The annotated bibliography also points to the need for organizational support systems recognizing and cultivating veterans' unique leadership attributes. The findings can further form a basis for both individual transition strategies and instituted programs for veteran career development. Using these evidence-based approaches, transitioning service members can lay better foundations for meaningful careers outside the military while keeping up with their continuous professional development through lifelong learning opportunities.

**References**

Dı́ezF. V., Martínez-Morán, P. C., & Aurrekoetxea-Casaus, M. (2023). The learning process to become a military leader: born, background and lifelong learning.
_Frontiers in Education_,
_8_. https://doi.org/10.3389/feduc.2023.1140905

Hosen, S., Hamzah, S. R., Arif Ismail, I., NoormiAlias, S., Faiq Abd Aziz, M., & Rahman, M. M. (2023). Training & development, career development, and organizational commitment as the predictor of work performance.
_Heliyon_,
_10_(1), e23903. https://doi.org/10.1016/j.heliyon.2023.e23903

**## trainingmoduleexample.pptx**

Training Module Project

Aleta Leone

OGL 554: Learning and Development in Organizations

Dr. Marie Wallace

June 2025

Introduction

At the Mayo Clinic School of Graduate Medical Education (MCSGME), recent internal assessments revealed ongoing challenges in communication between program coordinators and program directors. Stakeholders reported frequent miscommunication, unclear expectations, and inefficient meetings. These gaps directly impact coordination, decision-making, and ultimately, the quality of graduate medical education. This training module was created in response to those findings. By focusing on structured meeting facilitation, this training supports MCSGME’s organizational goals of promoting clarity, operational efficiency, and collaborative leadership.

Course Synopsis

This training provides a structured approach to communication, centered around creating and facilitating effective meetings using structured agendas. The course leverages adult learning principles and progresses from foundational knowledge to applied practice.

Course Objectives:

Define the characteristics of effective academic meetings.

Identify common communication barriers between coordinators and directors.

Analyze real-world meeting challenges and evaluate solutions.

Develop agendas that drive clarity and alignment.

Evaluate structured meetings using stakeholder feedback and performance metrics.

Create sustainable, action-oriented meeting strategies.

Training Module Learning Objectives

Participants will:

Identify essential components of a structured agenda.

Analyze ineffective agenda examples and revise them using best practices.

Create agendas tailored to program-specific needs.

Facilitate simulated meetings using structured agendas.

Evaluate their own facilitation using rubrics and peer feedback.

Reflect on personal growth and areas for improvement.

Reinforcing the Need & Adult Learning Buy-In

Structured agendas aren’t just tools – they’re strategies for reducing confusion, saving time, and enhancing collaboration. This training is designed with real-world application in mind. Participants will leave with immediately usable templates, coaching, and experience practicing facilitation techniques in a supportive environment. These are skills that can improve your meetings next week, not just someday.

Learning Objective One

Objective: Identify and Deconstruct a Structured Agenda

Brief reading on what makes meetings effective

Breakdown of a sample “ideal” agenda

Compare to an “ineffective” version

Assessment: Multiple choice quiz (5 questions) on agenda elements

Learning Objective Two

Objective: Analyze and Improve an Existing Agenda

Activity: Edit an agenda with missing or unclear components

Group work: Small breakout teams revise and share improvements

Assessment: Peer-reviewed feedback using a short rubric

Learning Objective Three

Objective: Create and Facilitate a Structured Meeting

Use a provided template to build your own meeting agenda

Simulate a meeting using your agenda with peers

Assessment: Rubric-based evaluation by instructor and peers

Summative Assessment

Final Project: Participants lead a structured meeting in their real-world setting

Submit: meeting agenda, meeting notes, and a reflection log

Evaluation: Observation rubric + self/peer reflection

Reiteration

This training directly responds to communication concerns identified in the MCSGME needs assessment. By learning and applying structured meeting techniques, participants are supporting organizational goals of operational clarity and collaboration. The module’s objectives align with course goals by moving from knowledge to practice, preparing participants to make real impact in their roles.

Evaluation Form

Delivery Method: Google Form (linked via LMS or email)

Key Questions:

How confident are you in applying structured agenda techniques?

What part of the training was most useful?

What suggestions do you have for improvement?

Optional: Rate your facilitator and group activities.

References

Alsaleh, N. (2020). The effectiveness of an instructional design training program…

Pribadi, B. A., & Chung, L. (2023). Designing online learning…

McDonald, J. (2021). The everydayness of instructional design…

Brass et al. (2023). Learning analytics for lifelong career development…

## image1.jpeg

## image34.png

## image35.svg

.MsftOfcThm_Accent1_Fill_v2 {
fill:#00C6BB;
}
.MsftOfcThm_Accent1_Stroke_v2 {
stroke:#00C6BB;
}

**OGL554_FinalProject-Molder.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ogl554-finalproject-molder-pdf)

**Module7finalproject554.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module7finalproject554-docx-10331445)

**Modulesthroughouttheweeks.docx**

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**OGL554TrainingPresentation-FINAL.pdf**

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**milestone2needsassessmentpaper.docx**

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**module3example.pptx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module3example-pptx-10331479)

**## Milestonecheckin.docx**

2

**Learning Design Check-in for EmpowerEd**

The Google Classroom training module will be delivered in person at a community center over four hours, with a catered lunch to encourage teamwork. This medium shows that 65% of teachers choose hands-on learning (EmpowerEd, 2025). Educators will receive a PDF handbook before the training that goes over the basics of Google Classroom and EmpowerEd's mission. This will help the organization stay on the same page. An ed-tech expert led the session, which included demonstrations, practice, and group discussions, all based on andragogical concepts (Finley, 2010).

The in-person model fits with EmpowerEd's goal of providing useful professional development that lets teachers practice skills in a safe space. This is important for the 70% who said they didn't get enough training. It helps teachers reach their objective of encouraging new ways of teaching by giving them the tools to make interesting, tech-based classes for a wide range of students. To solve scheduling problems caused by teachers' schedules, a Doodle poll will be sent out by email to confirm a day within two weeks. If it isn't possible to present in person, a live Zoom workshop with breakout rooms is an option, although it might not be as engaging. A self-paced online module is a last resort because it doesn't allow for cooperation (Levett-Jones, 2005). A post-workshop survey measuring satisfaction and a 45-day classroom observation evaluating skill application will be used to see if the program is effective. This will make sure that it fits with EmpowerEd's goals of being open to everyone.
To solve scheduling problems caused by teachers' schedules, a Doodle poll will be sent out by email to confirm a day within two weeks. If it isn't possible to present in person, a live Zoom workshop with breakout rooms is an option, although it might not be as engaging. A self-paced online module is a last resort because it doesn't allow for cooperation (Levett-Jones, 2005)

**References**

EmpowerEd. (2025).
_Mission & vision_.
[https://www.empowered.org/about-us/mission-vision](https://www.empowered.org/about-us/mission-vision)

Finley, J. (2010). Andragogy (Adult Learning). [Video]. YouTube.
[https://www.youtube.com/watch?v=vLoPiHUZbEw&t=222s](https://www.youtube.com/watch?v=vLoPiHUZbEw&t=222s)

Levett-Jones, T. L. (2005). Self-directed learning: Implications and limitations for undergraduate nursing education.
_Nurse Education Today, 25_(5), 363–368.
[https://doi.org/10.1016/j.nedt.2005.03.003](https://doi.org/10.1016/j.nedt.2005.03.003)

Noe, R. A. (2018).
_Employee training and development_ (7th ed.). McGraw-Hill Education.

**## annotatedbibloogl554.docx**

6

**Life-Long Learning Final**

Thaddeus Cain

Arizona State University

Ogl 554

Dr. Wallace

June 13, 2025

Ever-expanding knowledge can be considered a foundation stone in developing military and civil careers, specifically in such arduous industries as the military and hospitality. Lifelong learning implies being involved in both formal and informal learning occasions, all of which contribute to the shaping of leaders and advancement in job performance. Leadership in an area such as the military is developed through lifelong learning; likewise, hospitality enhances employee performance and organizational commitment through training and development. By utilizing personal and professional scenarios, this paper articulates the contribution of lifelong learning processes to carve out career pathways, build organizational commitment, and ultimately translate into better job performance. An annotated bibliography centered on the peer-reviewed literature regarding lifelong learning and career development processes, emphasizing military-to-civilian transitions. The knowledge of professional development through continuous learning becomes critical as the service member prepare to enter civilian careers. A wide range of topics related to career transition, like skills translation, leadership transformation, and enhancement of professional development approaches, find their place within this collection. In assessing these scholarly works, this bibliography evaluates approaches backed by evidence that may assist career transitions set against the veteran population. The articles selected are among the most current in the field, with publication dates between 2021 to 2025, thus remaining up-to-date with today's evolving workforce demands.

**Annotated Bibliography**

Hosen, S., Hamzah, S. R., Arif Ismail, I., NoormiAlias, S., Faiq Abd Aziz, M., & Rahman, M. M. (2023). Training & development, career development, and organizational commitment as the predictor of work performance.
_Heliyon_,
_10_(1), e23903. https://doi.org/10.1016/j.heliyon.2023.e23903

This interrelated study examines training and development, career development, organizational commitment, and their effect on the work performance of frontline hotel employees in Bangladesh. With 362 participants, it emphasizes the need for having structured career development programs alongside continuous training for employee performance, by increasing their commitment to the organization. In line with the social exchange theory, the study presumes that when organizations invest in their employees, those employees feel a greater sense of obligation or attachment and thus perform better overall.

            Moreover, the results show that mentoring and feedback from peers are at least as important as formal training, meaning informal learning also significantly impacts workplace competence. It also supports my transition from military to civilian roles, mostly related to leadership and crisis management skills transferable. This research suggests that structured professional development, such as certifications in project management or conflict resolution, would be necessary in translating my military experience into new civilian contexts. Moreover, leveraging mentorship and networking, as emphasized in the study, would allow me to gain insights into the corporate or nonprofit sectors, enriching my professional journey.

Dı́ezF. V., Martínez-Morán, P. C., & Aurrekoetxea-Casaus, M. (2023). The learning process to become a military leader: born, background and lifelong learning.
_Frontiers in Education_,
_8_. https://doi.org/10.3389/feduc.2023.1140905

This qualitative study conducted by Díez et al. (2023) defines and analyzes lifelong learning in military leadership in Spain. The study finds that in the leadership development of the Army, Navy, and Air Force, 90% of leadership skills are developed informally or traumatically by way of missions and peer interactions, and that only 10% come out of formal instruction in military academies. This challenges the cardinal notion of leadership as an innate human trait and instead places it as an evolving phenomenon contingent upon life experiences, be they work-related or personal. This underlines how vital real-world exposure to leadership dilemmas under stress and decision-making situations under severe time constraints or uncertainty is for developing military leaders.

            The study is beneficial for my transition because it tells me what to focus on while marketing my military leadership to civilian employers. The ability to work quickly, make quick decisions, and lead different groups is going to be a valued set of skills in civilian leadership positions. In addition, the study is emphatic on the significance of family support, along with personal resilience, which is considered essential for a very long-term career in leadership. While transitioning, the plan is to use a self-learning approach, in other words, continually seeking performance feedback from my mentors or peers in order to zero in and polish my leadership skills. Each stage of civilian employment will be another chance to diversify my skills and enhance my development both personally and professionally.

Conclusion

            According to research analyzed for the annotated bibliography, lifelong learning is indeed essential in military career transitions. The significant findings are that factors such as formal education and informal learning contribute to adjustment experiences in civilian workplaces. The studies consider mentorship programs, certification of skills, and informal or self-directed learning as good transition tools. These insights indicate that for veterans, the most effective way of converting military skills to civilian ones is by becoming actively engaged in continuous professional development. The annotated bibliography also points to the need for organizational support systems recognizing and cultivating veterans' unique leadership attributes. The findings can further form a basis for both individual transition strategies and instituted programs for veteran career development. Using these evidence-based approaches, transitioning service members can lay better foundations for meaningful careers outside the military while keeping up with their continuous professional development through lifelong learning opportunities.

**References**

Dı́ezF. V., Martínez-Morán, P. C., & Aurrekoetxea-Casaus, M. (2023). The learning process to become a military leader: born, background and lifelong learning.
_Frontiers in Education_,
_8_. https://doi.org/10.3389/feduc.2023.1140905

Hosen, S., Hamzah, S. R., Arif Ismail, I., NoormiAlias, S., Faiq Abd Aziz, M., & Rahman, M. M. (2023). Training & development, career development, and organizational commitment as the predictor of work performance.
_Heliyon_,
_10_(1), e23903. https://doi.org/10.1016/j.heliyon.2023.e23903

**## trainingmoduleexample.pptx**

Training Module Project

Aleta Leone

OGL 554: Learning and Development in Organizations

Dr. Marie Wallace

June 2025

Introduction

At the Mayo Clinic School of Graduate Medical Education (MCSGME), recent internal assessments revealed ongoing challenges in communication between program coordinators and program directors. Stakeholders reported frequent miscommunication, unclear expectations, and inefficient meetings. These gaps directly impact coordination, decision-making, and ultimately, the quality of graduate medical education. This training module was created in response to those findings. By focusing on structured meeting facilitation, this training supports MCSGME’s organizational goals of promoting clarity, operational efficiency, and collaborative leadership.

Course Synopsis

This training provides a structured approach to communication, centered around creating and facilitating effective meetings using structured agendas. The course leverages adult learning principles and progresses from foundational knowledge to applied practice.

Course Objectives:

Define the characteristics of effective academic meetings.

Identify common communication barriers between coordinators and directors.

Analyze real-world meeting challenges and evaluate solutions.

Develop agendas that drive clarity and alignment.

Evaluate structured meetings using stakeholder feedback and performance metrics.

Create sustainable, action-oriented meeting strategies.

Training Module Learning Objectives

Participants will:

Identify essential components of a structured agenda.

Analyze ineffective agenda examples and revise them using best practices.

Create agendas tailored to program-specific needs.

Facilitate simulated meetings using structured agendas.

Evaluate their own facilitation using rubrics and peer feedback.

Reflect on personal growth and areas for improvement.

Reinforcing the Need & Adult Learning Buy-In

Structured agendas aren’t just tools – they’re strategies for reducing confusion, saving time, and enhancing collaboration. This training is designed with real-world application in mind. Participants will leave with immediately usable templates, coaching, and experience practicing facilitation techniques in a supportive environment. These are skills that can improve your meetings next week, not just someday.

Learning Objective One

Objective: Identify and Deconstruct a Structured Agenda

Brief reading on what makes meetings effective

Breakdown of a sample “ideal” agenda

Compare to an “ineffective” version

Assessment: Multiple choice quiz (5 questions) on agenda elements

Learning Objective Two

Objective: Analyze and Improve an Existing Agenda

Activity: Edit an agenda with missing or unclear components

Group work: Small breakout teams revise and share improvements

Assessment: Peer-reviewed feedback using a short rubric

Learning Objective Three

Objective: Create and Facilitate a Structured Meeting

Use a provided template to build your own meeting agenda

Simulate a meeting using your agenda with peers

Assessment: Rubric-based evaluation by instructor and peers

Summative Assessment

Final Project: Participants lead a structured meeting in their real-world setting

Submit: meeting agenda, meeting notes, and a reflection log

Evaluation: Observation rubric + self/peer reflection

Reiteration

This training directly responds to communication concerns identified in the MCSGME needs assessment. By learning and applying structured meeting techniques, participants are supporting organizational goals of operational clarity and collaboration. The module’s objectives align with course goals by moving from knowledge to practice, preparing participants to make real impact in their roles.

Evaluation Form

Delivery Method: Google Form (linked via LMS or email)

Key Questions:

How confident are you in applying structured agenda techniques?

What part of the training was most useful?

What suggestions do you have for improvement?

Optional: Rate your facilitator and group activities.

References

Alsaleh, N. (2020). The effectiveness of an instructional design training program…

Pribadi, B. A., & Chung, L. (2023). Designing online learning…

McDonald, J. (2021). The everydayness of instructional design…

Brass et al. (2023). Learning analytics for lifelong career development…

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November 5, 2026
[Solved] SLP 2

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– ## Module2SLP.docx **## Module2SLP.docx** **Module 2 – SLP** **Employee Benefits** In this assignment you will be analyzing the following Social Security benefits: · life insurance · disability income · Medicare · retirement income To begin, create a table of facts and figures that you have develo…

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Assignment Prompt & Instructions

– ## Module2SLP.docx

**## Module2SLP.docx**

**Module 2 – SLP**

**Employee Benefits**

In this assignment you will be analyzing the following Social Security benefits:

· life insurance

· disability income

· Medicare

· retirement income

To begin, create a table of facts and figures that you have developed showing important information about these benefits. Refer to your table in the text of your essay. Respond to the following:

**Provide an overview of the Social Security benefits listed above.**

**Compare and contrast the four benefits.**

**Did it help you to present some of the information for this SLP assignment in table form? Why or why not?**

Use at least 3 library sources and/or module materials to augment the Sanicola (2011) source.

Your submission should be 2-3 pages in addition to the page with the table, your cover page, and your Reference page. Provide enough discussion/detail to make this assignment informative to you and to your reader.

Submit your paper by the module due date.

**SLP Assignment Expectations**

_Your paper will be evaluated using the criteria as stated in the SLP rubric. The following is a review of the rubric criteria:_

·
**Assignment-Driven:** Does the paper fully address all aspects of the assignment? Is the assignment addressed accurately and precisely using sound logic? Does the paper meet minimum length requirements?

·
**Critical Thinking:** Does the paper demonstrate graduate-level analysis, in which information derived from multiple sources, expert opinions, and assumptions has been critically evaluated and synthesized in the formulation of a logical set of conclusions? Does the paper address the topic with sufficient depth of discussion and analysis?

·
**Business Writing:** Is the essay logical, well organized, and well written? Are the grammar, spelling, and vocabulary appropriate for graduate-level work? Are section headings included? Are paraphrasing and synthesis of concepts the primary means of responding, or is justification/support instead conveyed through excessive use of direct quotations?

·
**Effective Use of Information:** Does the submission demonstrate that the student has read, understood and can apply the background materials for the module? If required, has the student demonstrated effective research, as evidenced by student’s use of relevant and quality (library?) sources? Do additional sources used provide strong support for conclusions drawn, and do they help in shaping the overall paper?

·
**Citing Sources:** Does the student demonstrate understanding of APA Style of referencing, by inclusion of proper citations (for paraphrased text and direct quotations) as appropriate? Have all sources (e.g., references used from the
_Background_ page, the assignment readings, and outside research) been included, and are these properly cited? Have all sources cited in the paper been included on the
_References_ page?

·
**Timeliness**: Has the assignment been submitted to TLC (Trident’s learning management system) on or before the module’s due date?

**## Module2SLP.docx**

**Module 2 – SLP**

**Employee Benefits**

In this assignment you will be analyzing the following Social Security benefits:

· life insurance

· disability income

· Medicare

· retirement income

To begin, create a table of facts and figures that you have developed showing important information about these benefits. Refer to your table in the text of your essay. Respond to the following:

**Provide an overview of the Social Security benefits listed above.**

**Compare and contrast the four benefits.**

**Did it help you to present some of the information for this SLP assignment in table form? Why or why not?**

Use at least 3 library sources and/or module materials to augment the Sanicola (2011) source.

Your submission should be 2-3 pages in addition to the page with the table, your cover page, and your Reference page. Provide enough discussion/detail to make this assignment informative to you and to your reader.

Submit your paper by the module due date.

**SLP Assignment Expectations**

_Your paper will be evaluated using the criteria as stated in the SLP rubric. The following is a review of the rubric criteria:_

·
**Assignment-Driven:** Does the paper fully address all aspects of the assignment? Is the assignment addressed accurately and precisely using sound logic? Does the paper meet minimum length requirements?

·
**Critical Thinking:** Does the paper demonstrate graduate-level analysis, in which information derived from multiple sources, expert opinions, and assumptions has been critically evaluated and synthesized in the formulation of a logical set of conclusions? Does the paper address the topic with sufficient depth of discussion and analysis?

·
**Business Writing:** Is the essay logical, well organized, and well written? Are the grammar, spelling, and vocabulary appropriate for graduate-level work? Are section headings included? Are paraphrasing and synthesis of concepts the primary means of responding, or is justification/support instead conveyed through excessive use of direct quotations?

·
**Effective Use of Information:** Does the submission demonstrate that the student has read, understood and can apply the background materials for the module? If required, has the student demonstrated effective research, as evidenced by student’s use of relevant and quality (library?) sources? Do additional sources used provide strong support for conclusions drawn, and do they help in shaping the overall paper?

·
**Citing Sources:** Does the student demonstrate understanding of APA Style of referencing, by inclusion of proper citations (for paraphrased text and direct quotations) as appropriate? Have all sources (e.g., references used from the
_Background_ page, the assignment readings, and outside research) been included, and are these properly cited? Have all sources cited in the paper been included on the
_References_ page?

·
**Timeliness**: Has the assignment been submitted to TLC (Trident’s learning management system) on or before the module’s due date?

November 5, 2026