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  • [Solved] lesson plan

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    Lesson topic: Finding medians in frequency distribution Every lesson plan has many components. Sometimes these vary a little teacher by teacher, but these are the ones you must include: Essential Question – This is a question your students should be able to answer by the end of the lesson. Think of …

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    Lesson topic: Finding medians in frequency distribution
    Every lesson plan has many components. Sometimes these vary a little teacher by teacher, but these are the
    ones you must include:
    Essential Question – This is a question your students should be able to answer by the end of the
    lesson. Think of it as an overarching theme of the lesson in the form of a question.
    Do Now – This is something you want your students to do as soon as they walk into the room. Your
    demo lesson is only 15 minutes, so you may or may not want to include a Do Now in your delivery,
    but you should have one in your lesson plan.
    Objectives – These are divided into two parts. Indicate content you want your students to learn and
    skills you want them to learn or practice.
    Prior Knowledge – Describe what students need to already know in order to learn the material in
    your lesson
    Materials – What physical materials do you need to perform this lesson. If another teacher hopes to
    give the same lesson, what would they need?
    Assessment – How do you plan to assess whether or not students are understanding the lesson.
    These could include something informal, such as questions students are asking, or something formal
    such as exit slips. You will use these assessments to help you reflect on the success of the lesson.
    Activities – This is a description of what is actually happening in the lesson. It is a set of instructions
    to another teacher if they want to repeat the lesson with their class.
    Teacher Roles – You can do this in a separate section or throughout your activities plan. What is
    each teacher doing? If there is group work, what is each person doing during that time?
    Additional Notes – This is where you can include notes to yourself or to your supervisors to justify
    your choices. It might include why you chose to group the students the way you did, how your
    lesson provides multiple entry points for students at all levels of understanding, how your lesson
    appeals to different types of learners, etc.
    https://brightspace.cuny.edu/content/enforced/871663-BMC01_MAT_216_1256_6W1_1242/csfiles/home_dir/courses/BMC01_MAT_216_9375_1236_6W1/BMC01_MAT_216_9375_1236_6W1/BMC01_MAT_216_5663_1226_6W1/BMC01_MAT_216_0500_1219_1/Engage%20NY%20math-g6-m6-teacher-materials.pdf?ou=871663
    https://brightspace.cuny.edu/content/enforced/871663-BMC01_MAT_216_1256_6W1_1242/csfiles/home_dir/courses/BMC01_MAT_216_9375_1236_6W1/BMC01_MAT_216_9375_1236_6W1/BMC01_MAT_216_5663_1226_6W1/BMC01_MAT_216_0500_1219_1/Engage%20NY%20math-g6-m6-student-materials.pdf?ou=871663
    \
    MAT216Lesson13-2MeasuresofCentralTendency1.pdf](https://www.sweetstudy.com/files/mat216lesson13-2measuresofcentraltendency1-pdf "MAT216Lesson13-2MeasuresofCentralTendency1.pdf")

  • [Solved] Prof Double R

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    ## **Instructions** In a 5–6 page report, explain your pre-employment screening process. Include the following: – Examine how the initial candidate pool will be limited. – Examine the factors you will use to limit the initial applicant pool. For example, if you receive 200 resumes for an open positi…

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    ## **Instructions**
    In a 5–6 page report, explain your pre-employment screening process. Include the following:
    – Examine how the initial candidate pool will be limited.
    – Examine the factors you will use to limit the initial applicant pool. For example, if you receive 200 resumes for an open position, what factors will you consider to determine which candidates will move to the next step in the process?
    – Explain why your selected type of interview is the best choice for a first interview.
    – Describe the type of interview you will conduct for your initial interview (telephone, Zoom, in-person), and substantiate why this is the best choice for the retail organization.
    – Examine pre-employment background checks and the sequence of use for screening candidates.
    – Determine which pre-employment candidate background checks will be required (Criminal Background checks, Drug Tests, Reference checks, et cetera).
    – Explain when the pre-employment candidate checks will be conducted during the pre-employment process.
    – Examine assessment methods that will be used to screen candidates and how they will be sequenced.
    – Explain which pre-employment assessments will be used (aptitude/skill assessments, et cetera).
    – Explain when the pre-employment assessments will be conducted.
    – Explain how technology impacts the selected assessment methods.
    – Explain how technology will impact the screening and selection methods you chose.
    – Articulate possible legal issues associated with screening candidates.
    – Communicate in a manner that is scholarly, professional, and consistent with expectations of members of the human resources profession.
    – Be sure you communicate in a scholarly, professional manner that addresses the intended audience and is free of grammatical and mechanical errors.

  • [Solved] Week 5 Discussion Response- Improving Business Performance

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    – ## Week5DiscussionResponse-ImprovingBusinessPerformance.docx **## Week5DiscussionResponse-ImprovingBusinessPerformance.docx** **Improving Business Performance** **Week 5 Discussion Response** **Colleague 1** **Lyndsay Camaroto** Hello, According to Senge (2006) he discusses that system archetypes …

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    – ## Week5DiscussionResponse-ImprovingBusinessPerformance.docx

    **## Week5DiscussionResponse-ImprovingBusinessPerformance.docx**

    **Improving Business Performance**

    **Week 5 Discussion Response**

    **Colleague 1**

    **Lyndsay Camaroto**

    Hello,

    According to Senge (2006) he discusses that system archetypes have the purpose of reconditioning the perceptions that to see the structures in a more conducive way that will be able to demonstrate patterns and areas needed for change. He further states that it is a key to learning and helps further provide experience that not all problems are unique (Senge, 2006)

    After reviewing the case study, we see a small company invest in themselves and had an identified product that they felt would be highly successful in their market, which it was. It was hard for me to examine the different archetypes to determine the most suitable options, but there were three that stood out the most. I feel that based on the case study they show a pattern that could correlate to limits to success and growth and underinvestment (Kim, 2000). I would identify growth and underinvestment, as it took the opportunity to grow and invest, but once sales plummeted and they met with competitors, they failed to extend innovation and further invest in their product and means increasing their competitiveness. Kim (2000) states that by reviewing this archetype you can see the deteriorating performance, which is evidenced in the graphs provided. Kim (2000) also identifies this archetype as a special case for “limits to success” which is the second archetype I identified with this case study. I felt that it further aligned with limits to success as it discusses that the company can push forward and be innovative until they “plateau” and then their efforts also stall out, or their attempts lead them further astray. Kim (2020) greatly describes it as when it’s going well, the company is too busy to further invest, and when things go south, they don’t have to invest resources.

    Different things I would do, is make sure I am taking the time to review and research the competition, as the “bigger” companies did in the case study. How Can I incorporate a team to continue to do research and development, by inclusion of the research on other companies, and find different characteristics outside of financial feasibility that would be attractable to remain competitive. I think my takeaway from this would be to recognize the importance of implementing time and resources to always better the company or expand its visions. I also think that if presented with this problem, utilize a root cause analysis to identify areas of focus that are factual and not on assumption, such as the company did think it was a failing on marketing.

    References

    Kim, D. H. (2000).
    [_Systems archetypes I: Diagnosing systemic issues and designing interventionsLinks to an external site._\
    _Links to an external site._](https://thesystemsthinker.com/systems-archetypes-i-diagnosing-systemic-issues-and-designing-interventions/). The Systems Thinker.
    [https://thesystemsthinker.com/systems-archetypes-i-diagnosing-systemic-issues-and-designing-interventions/\
    Links to an external site.](https://thesystemsthinker.com/systems-archetypes-i-diagnosing-systemic-issues-and-designing-interventions/)

    Senge, P. M. (2006). Systems archetypes. In The fifth discipline: The art and practice of the learning organization (pp. 389–400). Doubleday.

    **Colleague 2**

    **Femi Jacob Owoeye**

    Hello everyone.

    The "Rise and Demise of the Innovative Entrant" case study presents a compelling narrative of a promising startup's downfall, offering a rich context for applying systems archetypes. As Senge (2006) highlights, these archetypes provide invaluable frameworks for diagnosing systemic issues and formulating effective interventions.

    Assessment of System Archetype(s) in Control

    Based on evaluating the innovative entrant's dilemma, several systems archetypes appear to be in Control, often interacting to accelerate the company's demise. The most prominent archetype is "Limits to Growth," followed by aspects of "Success to the Successful" (in reverse, or "Failure to the Failing") and "Shifting the Burden."

    Limits to Growth

    The "Limits to Growth" archetype is arguably the most fitting and pervasive in this case. This archetype describes a situation where a reinforcing (growth) process eventually encounters a limiting or balancing process that slows down and eventually halts the growth (Senge, 2006). The reinforcing process (Growth) initially led to rapid sales growth due to a groundbreaking algorithm and strong marketing. However, a balancing process (Balancing) emerged as large competitors, drawn by the entrant's success, flooded the market with better, cheaper products. With their deep pockets and ability to lock in customers, these giants quickly stifled the entrant's growth. The small company's persistent but futile increases in marketing, even as sales declined and customers became price-sensitive, highlighted their encounter with these inherent limits.

    Success to the Successful (in reverse/Failure to the Failing)

    While typically illustrating how initial success reinforces further success for one entity at the expense of another, in this case, we see the inverse playing out for the innovative entrant. As the giants gained market share and built loyalty, the entrant's initial success quickly turned downward, making it harder to compete. The competitors were "success to the successful," while the innovative entrant was "failure to the failing." The dynamic is that the giants' ability to leverage their resources (deep pockets, established networks, existing customer base) allowed them to dominate quickly. This created a reinforcing loop for the giants and a negative reinforcing loop for the innovative entrant, where declining sales led to less cash, less ability to innovate or market, and further sales decline.

    Shifting the Burden

    The company's management initially attributed the flattening and declining sales to a "lack of proper sales efforts" and responded by boosting their sales and marketing budget. This demonstrates a "Shifting the Burden" archetype (Senge, 2006). Instead of addressing the fundamental problem (superior competition, price sensitivity, high switching costs for competitors), they focused on a symptomatic solution (more marketing). This short-term fix ultimately failed and depleted their cash reserves, making pursuing the long-term, fundamental solution (e.g., radical innovation, strategic pivot, or partnership) even more challenging.

    How to Improve the System

    Addressing the underlying system archetypes was critical to changing the innovative entrant's trajectory.

    Countering "Limits to Growth," the company needed proactive early warnings like competitor R&D tracking, not just sales figures. Strategic adaptation was key: focusing on niche markets, integrating their technology into other products, or pursuing partnerships. As initial advantages are fleeting, continuous, beyond-core innovation in applications and user experience was vital.

    A strategic resource reallocation was necessary to halt "Failure to the Failing" when sales stalled, not just increased marketing. This meant prioritizing R&D, cutting costs, or even downsizing to conserve cash. Strengthening existing customer loyalty through premium support or unique features was crucial to combat competitor-driven switching costs.

    Solving "Shifting the Burden," management should have performed root cause analysis, identifying competition and pricing as the real issues rather than just boosting sales efforts. Fundamental solutions included strategic repositioning: launching genuinely differentiated new products, competing on cost if viable, shifting to value-added services, or considering an acquisition or orderly exit.

    Lessons Learned and Application to City Government

    The case study offers vital lessons on innovation, resource allocation, and adapting to change, which are highly relevant to my current role in a city in the US here.

    First, innovation is never static. The city must continuously improve digital services and infrastructure, leveraging user feedback and benchmarking. We must proactively enhance initiatives, like our open data portal, with new tech to prevent stagnation and address "Limits to Growth."

    Second, avoid "Shifting the Burden." Do not mistake symptoms for root causes. My department needs to use root cause analysis (e.g., "5 Whys") before solutions. If public forum participation drops, we need to ask why (accessibility, perceived value) instead of just increasing advertising, preventing ineffective fixes.

    Furthermore, strategic foresight is crucial. The city needs robust strategic planning with environmental scanning. Monitoring trends like EV adoption or remote work allows proactive adaptation of policies and services, mitigating "Limits to Growth" by preparing for change.

    Finally, resource allocation must be agile. My department will be advised to adopt agile budgeting, regularly assess program effectiveness, reallocate funds from underperforming areas, and sunset obsolete programs. This disciplined approach prevents a "Failure to the Failing" spiral, ensuring efficient use of taxpayer dollars.

    By internalizing these lessons, a city government, like any organization, can foster a more resilient, adaptive, and ultimately more effective operational model, avoiding the "rise and demise" narrative the innovative entrant exemplifies.

    References

    Landel, R. D. & Timoshin, D. (2001, March 8). Rise and demise of the innovative entrant. Darden Business Publishing.
    [http://hbr.org\
    Links to an external site.](http://hbr.org/)

    Senge, P. M. (2006). Nature's templates: Identifying the patterns that control events. In The fifth discipline: The art and practice of the learning organization (pp. 92–112). Doubleday.

    Senge, P. M. (2006). Systems archetypes. In The fifth discipline: The art and practice of the learning organization (pp. 389–400). Doubleday.

    **## Week5DiscussionResponse-ImprovingBusinessPerformance.docx**

    **Improving Business Performance**

    **Week 5 Discussion Response**

    **Colleague 1**

    **Lyndsay Camaroto**

    Hello,

    According to Senge (2006) he discusses that system archetypes have the purpose of reconditioning the perceptions that to see the structures in a more conducive way that will be able to demonstrate patterns and areas needed for change. He further states that it is a key to learning and helps further provide experience that not all problems are unique (Senge, 2006)

    After reviewing the case study, we see a small company invest in themselves and had an identified product that they felt would be highly successful in their market, which it was. It was hard for me to examine the different archetypes to determine the most suitable options, but there were three that stood out the most. I feel that based on the case study they show a pattern that could correlate to limits to success and growth and underinvestment (Kim, 2000). I would identify growth and underinvestment, as it took the opportunity to grow and invest, but once sales plummeted and they met with competitors, they failed to extend innovation and further invest in their product and means increasing their competitiveness. Kim (2000) states that by reviewing this archetype you can see the deteriorating performance, which is evidenced in the graphs provided. Kim (2000) also identifies this archetype as a special case for “limits to success” which is the second archetype I identified with this case study. I felt that it further aligned with limits to success as it discusses that the company can push forward and be innovative until they “plateau” and then their efforts also stall out, or their attempts lead them further astray. Kim (2020) greatly describes it as when it’s going well, the company is too busy to further invest, and when things go south, they don’t have to invest resources.

    Different things I would do, is make sure I am taking the time to review and research the competition, as the “bigger” companies did in the case study. How Can I incorporate a team to continue to do research and development, by inclusion of the research on other companies, and find different characteristics outside of financial feasibility that would be attractable to remain competitive. I think my takeaway from this would be to recognize the importance of implementing time and resources to always better the company or expand its visions. I also think that if presented with this problem, utilize a root cause analysis to identify areas of focus that are factual and not on assumption, such as the company did think it was a failing on marketing.

    References

    Kim, D. H. (2000).
    [_Systems archetypes I: Diagnosing systemic issues and designing interventionsLinks to an external site._\
    _Links to an external site._](https://thesystemsthinker.com/systems-archetypes-i-diagnosing-systemic-issues-and-designing-interventions/). The Systems Thinker.
    [https://thesystemsthinker.com/systems-archetypes-i-diagnosing-systemic-issues-and-designing-interventions/\
    Links to an external site.](https://thesystemsthinker.com/systems-archetypes-i-diagnosing-systemic-issues-and-designing-interventions/)

    Senge, P. M. (2006). Systems archetypes. In The fifth discipline: The art and practice of the learning organization (pp. 389–400). Doubleday.

    **Colleague 2**

    **Femi Jacob Owoeye**

    Hello everyone.

    The "Rise and Demise of the Innovative Entrant" case study presents a compelling narrative of a promising startup's downfall, offering a rich context for applying systems archetypes. As Senge (2006) highlights, these archetypes provide invaluable frameworks for diagnosing systemic issues and formulating effective interventions.

    Assessment of System Archetype(s) in Control

    Based on evaluating the innovative entrant's dilemma, several systems archetypes appear to be in Control, often interacting to accelerate the company's demise. The most prominent archetype is "Limits to Growth," followed by aspects of "Success to the Successful" (in reverse, or "Failure to the Failing") and "Shifting the Burden."

    Limits to Growth

    The "Limits to Growth" archetype is arguably the most fitting and pervasive in this case. This archetype describes a situation where a reinforcing (growth) process eventually encounters a limiting or balancing process that slows down and eventually halts the growth (Senge, 2006). The reinforcing process (Growth) initially led to rapid sales growth due to a groundbreaking algorithm and strong marketing. However, a balancing process (Balancing) emerged as large competitors, drawn by the entrant's success, flooded the market with better, cheaper products. With their deep pockets and ability to lock in customers, these giants quickly stifled the entrant's growth. The small company's persistent but futile increases in marketing, even as sales declined and customers became price-sensitive, highlighted their encounter with these inherent limits.

    Success to the Successful (in reverse/Failure to the Failing)

    While typically illustrating how initial success reinforces further success for one entity at the expense of another, in this case, we see the inverse playing out for the innovative entrant. As the giants gained market share and built loyalty, the entrant's initial success quickly turned downward, making it harder to compete. The competitors were "success to the successful," while the innovative entrant was "failure to the failing." The dynamic is that the giants' ability to leverage their resources (deep pockets, established networks, existing customer base) allowed them to dominate quickly. This created a reinforcing loop for the giants and a negative reinforcing loop for the innovative entrant, where declining sales led to less cash, less ability to innovate or market, and further sales decline.

    Shifting the Burden

    The company's management initially attributed the flattening and declining sales to a "lack of proper sales efforts" and responded by boosting their sales and marketing budget. This demonstrates a "Shifting the Burden" archetype (Senge, 2006). Instead of addressing the fundamental problem (superior competition, price sensitivity, high switching costs for competitors), they focused on a symptomatic solution (more marketing). This short-term fix ultimately failed and depleted their cash reserves, making pursuing the long-term, fundamental solution (e.g., radical innovation, strategic pivot, or partnership) even more challenging.

    How to Improve the System

    Addressing the underlying system archetypes was critical to changing the innovative entrant's trajectory.

    Countering "Limits to Growth," the company needed proactive early warnings like competitor R&D tracking, not just sales figures. Strategic adaptation was key: focusing on niche markets, integrating their technology into other products, or pursuing partnerships. As initial advantages are fleeting, continuous, beyond-core innovation in applications and user experience was vital.

    A strategic resource reallocation was necessary to halt "Failure to the Failing" when sales stalled, not just increased marketing. This meant prioritizing R&D, cutting costs, or even downsizing to conserve cash. Strengthening existing customer loyalty through premium support or unique features was crucial to combat competitor-driven switching costs.

    Solving "Shifting the Burden," management should have performed root cause analysis, identifying competition and pricing as the real issues rather than just boosting sales efforts. Fundamental solutions included strategic repositioning: launching genuinely differentiated new products, competing on cost if viable, shifting to value-added services, or considering an acquisition or orderly exit.

    Lessons Learned and Application to City Government

    The case study offers vital lessons on innovation, resource allocation, and adapting to change, which are highly relevant to my current role in a city in the US here.

    First, innovation is never static. The city must continuously improve digital services and infrastructure, leveraging user feedback and benchmarking. We must proactively enhance initiatives, like our open data portal, with new tech to prevent stagnation and address "Limits to Growth."

    Second, avoid "Shifting the Burden." Do not mistake symptoms for root causes. My department needs to use root cause analysis (e.g., "5 Whys") before solutions. If public forum participation drops, we need to ask why (accessibility, perceived value) instead of just increasing advertising, preventing ineffective fixes.

    Furthermore, strategic foresight is crucial. The city needs robust strategic planning with environmental scanning. Monitoring trends like EV adoption or remote work allows proactive adaptation of policies and services, mitigating "Limits to Growth" by preparing for change.

    Finally, resource allocation must be agile. My department will be advised to adopt agile budgeting, regularly assess program effectiveness, reallocate funds from underperforming areas, and sunset obsolete programs. This disciplined approach prevents a "Failure to the Failing" spiral, ensuring efficient use of taxpayer dollars.

    By internalizing these lessons, a city government, like any organization, can foster a more resilient, adaptive, and ultimately more effective operational model, avoiding the "rise and demise" narrative the innovative entrant exemplifies.

    References

    Landel, R. D. & Timoshin, D. (2001, March 8). Rise and demise of the innovative entrant. Darden Business Publishing.
    [http://hbr.org\
    Links to an external site.](http://hbr.org/)

    Senge, P. M. (2006). Nature's templates: Identifying the patterns that control events. In The fifth discipline: The art and practice of the learning organization (pp. 92–112). Doubleday.

    Senge, P. M. (2006). Systems archetypes. In The fifth discipline: The art and practice of the learning organization (pp. 389–400). Doubleday.

  • [Solved] SPED Teaching

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    _Introduction to Federal and State Laws Impacting Students with Disabilities"_

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    _Introduction to Federal and State Laws Impacting Students with Disabilities"_

  • [Solved] Evidence-Based Project, Part 2: Advanced Levels of Clinical Inquiry and Systematic Reviews

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    Your quest to purchase a new car begins with an identification of the factors important to you. As you conduct a search of cars that rate high on those factors, you collect evidence and try to understand the extent of that evidence. A report that suggests a certain make and model of automobile has h…

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    Your quest to purchase a new car begins with an identification of the factors important to you. As you conduct a search of cars that rate high on those factors, you collect evidence and try to understand the extent of that evidence. A report that suggests a certain make and model of automobile has high mileage is encouraging. But who produced that report? How valid is it? How was the data collected, and what was the sample size?
    In this Assignment, you will delve deeper into clinical inquiry by closely examining your PICO(T) question. You also begin to analyze the evidence you have collected.
    **To Prepare:**
    – Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry.
    – Develop a PICO(T) question to address the clinical issue of interest you identified in Module 2 for the Assignment. This PICOT question will remain the same for the entire course.
    – Use the key words from the PICO(T) question you developed and search at least four different databases in the Walden Library. Identify at least four relevant systematic reviews or other filtered high-level evidence, which includes meta-analyses, critically-appraised topics (evidence syntheses), critically-appraised individual articles (article synopses). The evidence will not necessarily address all the elements of your PICO(T) question, so select the most important concepts to search and find the best evidence available.
    – Reflect on the process of creating a PICO(T) question and searching for peer-reviewed research.
    **The Assignment** (Evidence-Based Project)
    _Part 2: Advanced Levels of Clinical Inquiry and Systematic Reviews_
    Create a 6- to 7-slide PowerPoint presentation in which you do the following:
    – Identify and briefly describe your chosen clinical issue of interest.
    – Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest.
    – Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.
    – Provide APA citations of the four relevant peer-reviewed articles at the systematic-reviews level related to your research question. If there are no systematic review level articles or meta-analysis on your topic, then use the highest level of evidence peer reviewed article.
    – Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.
    Resources
    Schmidt, N. A. & Brown, J. M. (2025). _Evidence-based practice for nurses: Appraisal and application of research_ (6th ed.). Jones & Bartlett Learning
    – Chapter 5, “Finding sources of evidence” (pp. 121-155)
    – Chapter 5 will help students understand how to use research search strategies to differentiate among scholarly/ non-scholarly literature, primary sources and secondary sources.
    – Chapter 6, “Linking Theory, Research and Practice” (pp. 156-175)
    – Chapter 6 will help students understand how to use theories and research to influence our professional discipline.
    – Davies, K. S. (2011). [Formulating the evidence based practice question: A review of the frameworksLinks to an external site.](https://doi.org/10.18438/B8WS5N) for LIS professionals. _Evidence Based Library and Information Practice, 6_ (2), 75–80.
    – Library of Congress. (n.d.). [_Search/browse help – Boolean operators and nestingLinks to an external site._](https://catalog.loc.gov/vwebv/ui/en_US/htdocs/help/searchBoolean.html) _._ https://catalog.loc.gov/vwebv/ui/en_US/htdocs/help/searchBoolean.html
    – Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010). [Evidence-based practice, step by step: Asking the clinical question: A key step in evidence-based practice.Links to an external site.](https://access.ovid.com/custom/redirector/index.html?dest=https://go.openathens.net/redirector/waldenu.edu?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00000446-201003000-00028&LSLINK=80&D=ovft) _American Journal of Nursing, 110_ (3), 58–61.
    – Melnyk, B. M., Fineout-Overholt, E., Stillwell, S. B., & Williamson, K. M. (2009). [Evidence-based practice: Step by step: Igniting a spirit of inquiryLinks to an external site.](https://access.ovid.com/custom/redirector/index.html?dest=https://go.openathens.net/redirector/waldenu.edu?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00000446-200911000-00028&LSLINK=80&D=ovft) [.Links to an external site.](https://access.ovid.com/custom/redirector/index.html?dest=https://go.openathens.net/redirector/waldenu.edu?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00000446-200911000-00028&LSLINK=80&D=ovft) _American Journal of Nursing, 109_ (11), 49–52. doi:10.1097/01.NAJ.0000363354.53883.58
    – Stillwell, S.B., Fineout-Overhold, E., Melnyk, B.M., & Williamson, K.M. (2010). [Evidence-based practice step-by-step: Searching for evidence.Links to an external site.](https://access.ovid.com/custom/redirector/index.html?dest=https://go.openathens.net/redirector/waldenu.edu?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00000446-201005000-00024&LSLINK=80&D=ovft) _American Journal of Nursing, 110_ (5), 41-47.
    – Walden University Library. (n.d.-a). [_Databases A-Z: Health & nursingLinks to an external site._](https://academicguides.waldenu.edu/az/databases?s=251010) _._ https://academicguides.waldenu.edu/az/databases?s=251010
    – Walden University Library. (n.d.-c). [Evidence-based practice research: CINAHL search helpLinks to an external site.](https://academicguides.waldenu.edu/library/healthevidence/cinahlsearchhelp) _._ https://academicguides.waldenu.edu/library/healthevidence/cinahlsearchhelp
    – Walden University Library. (n.d.-d). [_Evidence-based practice research: Joanna Briggs Institute search help_Links to an external site.](https://academicguides.waldenu.edu/library/healthevidence/jbisearchhelp).  https://academicguides.waldenu.edu/library/healthevidence/jbisearchhelp
    – Walden University Library. (n.d.-e). [_Evidence-based practice research: MEDLINE search help_Links to an external site.](https://academicguides.waldenu.edu/library/healthevidence/medlinesearchhelp).  https://academicguides.waldenu.edu/library/healthevidence/medlinesearchhelp
    – Walden University Library. (n.d.-f). Keyword searching: [Finding articles on your topic: Boolean termsLinks to an external site.](http://academicguides.waldenu.edu/library/keyword/boolean).  http://academicguides.waldenu.edu/library/keyword/boolean
    – Walden University Library. (n.d.-g). Keyword searching: Finding articles on your topic: [Introduction to keyword searchingLinks to an external site.](http://academicguides.waldenu.edu/library/keyword/searching-basics). http://academicguides.waldenu.edu/library/keyword/searching-basics
    – Walden University Library. (n.d.-h). [_Quick Answers: How do I find a systematic review article related to health, medicine, or nursing?_Links to an external site.](https://academicanswers.waldenu.edu/faq/72670) https://academicanswers.waldenu.edu/faq/72670
    – Walden University Library. (n.d.-i). [_Systematic review._Links to an external site.](https://academicguides.waldenu.edu/library/healthevidence/types#s-lg-box-1520654) https://academicguides.waldenu.edu/library/healthevidence/types#s-lg-box-1520654
    \
    TipsontheUpcomingPowerPointAssignment.docx](https://www.sweetstudy.com/files/tipsontheupcomingpowerpointassignment-docx "TipsontheUpcomingPowerPointAssignment.docx")
    \
    RUBRIC.pdf](https://www.sweetstudy.com/files/rubric-pdf-10331471 "RUBRIC.pdf")
    \
    PICOT.docx](https://www.sweetstudy.com/files/picot-docx-10331473 "PICOT.docx")

  • [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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    – ## 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**

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    **Module7finalproject554.docx**

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    **Modulesthroughouttheweeks.docx**

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    **OGL554TrainingPresentation-FINAL.pdf**

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    **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;
    }
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    **Module7finalproject554.docx**

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    **## 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

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  • [Solved] Catherine Owens Group DQ 1

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  • [Solved] Business Finance – Management Week 6 Assignment- Improving business performance

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    **An Analysis of the Customer Service Issues at Starbucks. Part 2 And Executive Summary** In this assignment, you will integrate your systems thinking and management skills and you will continue to prepare an organizational improvement plan based on your analysis of a case study. Last week, you put …

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    **An Analysis of the Customer Service Issues at Starbucks. Part 2 And Executive Summary**
    In this assignment, you will integrate your systems thinking and management skills and you will continue to prepare an organizational improvement plan based on your analysis of a case study. Last week, you put yourself into the shoes of a paid consultant and performed a thoughtful systems analysis of the case study. This week, you will develop Part 2 and the executive summary of your plan to improve the performance of the organization.
    As a reminder, here is the scenario: After reviewing the latest marketing data, Christine Day, senior vice president of administration at Starbucks, is concerned with the company’s performance in meeting customer expectations in the area of customer satisfaction. She is contemplating an annual investment of $40 million to increase the weekly labor hours in the North American stores, but before she makes this recommendation, she wants to better understand the cause of the decrease in customer satisfaction. She calls on your consulting service to investigate the cause of this issue and to recommend improvements. You are selected for this consulting job based on your knowledge of system thinking.
    As you complete your improvement plan, be sure to include specific examples from the case as well as relevant citations from the Learning Resources, the Walden Library, and/or other appropriate academic sources to support your analysis.
    **To prepare for this Assignment:**
    · Review the following case study, as needed:
    o Moon, Y., & Quelch, J. (2018). [_Starbucks: Delivering customer service_](https://waldenu.instructure.com/courses/169294/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2F504016-PDF-ENG%2Frich-text). HBS Case 9-504-016. Harvard Business School Publishing. http://hbr.org
    · Review, as needed, the following resources on executive summaries:
    o OASIS. (n.d.). [_Common assignments: Executive summaries_ Links to an external site.](https://academicguides.waldenu.edu/writingcenter/assignments/executivesummaries). Walden University. https://academicguides.waldenu.edu/writingcenter/assignments/executivesummaries
    o Martins, J. (2022, October 1). [_How to write an executive summary, with examples_ Links to an external site.](https://asana.com/resources/executive-summary-examples). Asana. https://asana.com/resources/executive-summary-examples
    · Return to the same improvement report template you utilized in Week 5. With the research and readings from Week 5 and Week 6 in mind, incorporate any feedback, as needed, into your report as you complete Part 2 and the executive summary.
    **Submit** Part 2 and the executive summary for your improvement plan, which should include the following:
    **Part 2: Applying Systems Thinking Concepts**
    For Part 2 of your improvement plan (pp. 5–7), address the following:
    · Analyze how the concept of mental models is present at Starbucks and how this concept either negatively or positively affects the customer experience.
    · Analyze how the concepts of team learning and of building a shared vision could benefit Starbucks in terms of improving customer experience, thereby improving customer satisfaction.
    · Propose a minimum of three recommendations, based on your analysis, that might improve customer experience at Starbucks. Explain why.
    **Executive Summary**
    Provide Christine Day with an executive summary (p. 1) of your findings and recommendations for improvement. Address the following in your executive summary:
    · Clearly identify the purpose of the improvement plan.
    · Summarize the cause(s) of the low customer satisfaction (referencing the causal loop diagram in the main report).
    · Concisely synthesize the recommendations to improve customer satisfaction.
    \
    Week6LearningResources-ImprovingBusinessPerformance.docx](https://www.sweetstudy.com/files/week6learningresources-improvingbusinessperformance-docx-10331511 "Week6LearningResources-ImprovingBusinessPerformance.docx")

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    ## Unit 1: Discussion Question 1 **Discussion Questions:** Post your initial responses to the discussion forum by Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m. – **Discussion Question 1** _(10 points)_ – Prompt: Share the most interesting and informative comment…

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    ## Unit 1: Discussion Question 1
    **Discussion Questions:** Post your initial responses to the discussion forum by Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m.
    – **Discussion Question 1** _(10 points)_
    – Prompt: Share the most interesting and informative comments made by the community leaders you interviewed for the Common Assessment Part A, Step 1. Be sure to provide context so the reader can understand your local community setting and challenges.
    The Discussion is due Wednesday 06/25/2025 at 9:00 p.m. I stay in Mississippi so please adhere to the time zone.
    The interview is based on  knowledgeable community leaders to gain insight into their perceptions of trends and patterns in educational growth in the community.  Take notes or record the interview for later transcribing.  Notice comments the community leaders make about culture, economic issues, divisiveness, community or school problems, infrastructure, communication avenues, parent organizations or volunteers, local political issues/governance that affect the school, gaining community support of the school, and legal concerns they have noticed that affect the school.  _Examples of community leaders to consider for the interviews:  former superintendent, former principal, mayor, school board member, city council member, chancery clerk, Board of Supervisors member, alderman, business owner, religious leader, etc. (Do NOT interview a teacher.)_
    The two people interviewed were Laura Mattox (former Principal) and Tanesha Erve (School Board Member)

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