Assessment methodology Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information. Learning outcomes and assessment criteria Learning outcomes Assessment criteria 1 Understand the attributes of effective team performance 1.1 Define the key features of effective team performance 1.2 Compare the models used to link individual roles and development with team performance Know how to support team development 2.1 Analyse the stages of team development 2.2 Identify barriers to success and how these can be overcome 2.3 Analyse the effect group norms may have on team development 2.4 Differentiate between beneficial conflict and destructive conflict in teams 2.5 Evaluate methods of dealing with conflict within a team 2.6 Compare methods of developing and establishing trust and accountability within a team 3.1 Evaluate ways of promoting a
Unit Title: Sector unit number Level: Credit value: Guided learning hours: Unit Reference Number: Promote professional development SHC 52 4 4 33 L/602/2578 Unit purpose and aim The purpose of this unit is to assess the learner’s knowledge, understanding and skills required to promote the professional duty to maintain the currency of knowledge and skills and the need to continually reflect on and improve practice. Learning Outcomes The Learner will: 1 Understand principles of professional development Assessment Criteria The Learner can: 1.1 Explain the importance of continually improving knowledge and practice 1.2 Analyse potential barriers to professional development 1.3 Compare the use of different sources and systems of support for professional development 1.4 Explain factors to consider when selecting opportunities and activities for keeping knowledge and practice up to date 2.1 Evaluate own knowledge and performance against standards and benchmarks 2.2 Prioritise development goals and targets to meet expected standards Sources and systems of support may include: • Formal support • Informal support • Supervision • Appraisal • Mentoring • Within the organisation • Beyond the organisation Exemplification 2 Be able to prioritise goals and targets for own professional development Standards and benchmarks may include: • Codes of practice • Regulations • Minimum/essential standards • National occupational standards © OCR 2010 1 Learning Outcomes 3 Be able to prepare a professional development plan Assessment Criteria 3.1 Select learning opportunities to meet development objectives and reflect personal learning style 3.2 Produce a plan for own professional development, using an appropriate source of support 3.3 Establish a process to evaluate the effectiveness of the plan 4.1 Compare models of reflective practice 4.2 Explain the importance of
The learner can then see what they need to develop further before summative takes place. • Summative assessment in assessing learner achievement This takes place at the end of an assessment to indicate whether the learner has gained enough knowledge and performance skill throughout their assessment. This usually leads to a pass or fail situation but helps to confirm the learner has met the required criteria and competent in their work of assessment. 1.2 QUESTION 2 Define / describe the key concepts and principles of assessment • assessment as a process of making judgements of learners' knowledge, skills and competence against criteria _ To assess learner’s knowledge oral questions should be asked alongside discussions between the learner and the assessor. Projects could be given to learners to assess whether learning has taken
Describe the perspectives of senior managers, line managers and employees in relation to HRD and discuss whether they are equally important. Learning, as defined by Raymond Noe and Colin Winkler is “acquiring new and modifying existing knowledge, skills, behaviours, values or preferences resulting in a relatively permanent change in capabilities not emanating from growth process” (Noe & Winkler, 2012). ‘Human Resource Development researchers highlighted the multilevel perspectives, that of individuals, team and organisational, in order to establish the link with organisational performance’ (Alagaraja, 2013). Human resource development uses the integration of training and development, organisational development and career development to improve the overall effectiveness of the organisation, stemming from individuals to group and to the organisation as a whole. This may ‘include initiatives such as employee training, career development, coaching, mentoring, succession planning, key employee identification, and organisational development’ (Mohammed et all, 2013).
How and where can you access information, resources and support for your learning and development? 501.1 ac 3 What are the organisational policies and procedures for different sources and systems of support for professional development • Formal support • Informal support • Supervision • Appraisal • Mentoring • Within the organisation • Beyond the organisation Compare the benefit of using a range of sources. 502.1 ac 4 Explain factors to consider when selecting opportunities and activities for keeping knowledge and practice up to date 502.4 ac 1 Compare models of reflective practice Kolbs learning cycle and reflective template Concrete experience * What happened * How did you feel * How did you react Reflective observation * What went well * What did not go well * Did anything unexpected occur * How do you feel now Abstract (understanding) * How does theory inform you * How does research inform you * Conclusions Active experimentation * What other options did you have * What night
Once the desired result is obtained, it will terminate the procedure. The different stages in the organizational development process include problem identification, situational assessment, action planning, implementing a plan, gathering data, determining the results and feedback. In order for organizations to take notice of the problems, testing the system is required to retrieve regardless if the organization is growing, declining, or needs improvement. Once the assessment determines the needs, the process includes
Life Styles Inventory: Instructor to Management May 11, 2012 Introduction: When a person makes the choice to move their life into management the use of tools, discussion and self reflection are crucial to making the proper growth as a person. The Life Styles Inventory (LSI) assessment exercise is a self evaluation survey that measures various thinking and behavioral patterns within the bounds of the test taker. The LSI has 3 core areas of styles, an axis of people centric/task orientation and an axis of needs. The results from the LSI assessment pinpoints my strong and weak attributes, and provide suggestions on how to improve on less desired traits and develop a plan of action to improve by making choices to increase constructive styles, while decreasing passive/aggressive defensive styles. While using this tool and having conversation with my family certain realizations where proven to be very beneficial to my growth.
Assignment 426 Teaching, Learning and Assessment in Education and Training Task A - Report Part 1 Write a report in which: * Analyse the relationships and boundaries between the teaching role and other professional roles * Analyse the role and use of initial and diagnostic assessment in agreeing individual learning goal * Explain why it is important to identify and meet the individual needs of learners * Describe points of referral to meet the needs of learners * Summarise key aspects of legislation, requirements and codes of practice relating to own role and responsibilities. Part 2 Within the report explain: * Analyse your own role and responsibilities in education and training * How does your own planning meets the individual needs of learners * Ways in which teaching and learning plans can be adapted to meet the individual needs of learners * Why it is important to promote appropriate behaviour and respect for others * Ways to promote equality and value diversity * The purposes and types of assessment used in education and training Part 3 Reflecting on your delivery and relating to further reading and research, write a personal analysis relating to your own area of specialism which considers the following: * The effectiveness of teaching and learning and learning approaches in relation to meeting the individual needs of learners * The benefits and limitations of communication methods and media * The effectiveness of resources and assessment methods in relation to meeting the individual needs of learners * Ways in which minimum core elements can be demonstrated in planning, delivering and assessing inclusive teaching and learning Your report should be presented in a professional written format of your choice and should include evidence of your research
Tony D. Bridgewater Employee Training and Development Training and Development 1. Describe how in the transfer of training that good program design requires consideration of identical elements, stimulus generalization, and cognitive theories. Explain each element separately). A. Transfer of training is more likely to occur when the trainees works on tasks during training (e.g., knowledge, equipment, of processes) that are very similar, if not identical, to the work environment (near transfer).
1.3 Explain the characteristics of assessment for learning 1.4 Explain the importance and benefits of assessment for learning 1.5 Explain how assessment for learning can contribute to planning for future learning carried out by: a) the teacher b) the learners c) the learning support practitioner A description from the Assessment Reform Group “Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there” (2002) Characteristics of Assessment for Learning Assessment for learning is part of the teaching and learning process. It is essential for achieving a quality and productive teaching and learning experience. Providing the students with their WALT’s – We are learning today and WILF’s – What I’m looking for….. is a strategy that allows teachers to share the learning goals with students. Sharing learning goals with pupils will enable the student to get involved in their progress. By explaining to students what the learning objectives are provides an aim.