What to go by step by step and what’s included in the paperAssuran.docx

What to go by step by step and what’s included in the paperAssurance of Learning Rubric #1 - MSHRM Program                                                                                  Strategic Application Rubric #1 – MSHRM Program                                                                      Students in HRM6623 (Training and Development) will analyze a case and prepare a research paper that includes the strategic application of training and development concepts. Dimension Does Not Meet Expectations (1) Meets Expectations (2) Exceeds Expectations (3) Assessment: Distinguishes current HRD gaps from systemic (non-HRD) gaps, anticipates HRD needs based on organizational strategy, and anticipates HRD needs due to changes in technology Displays little evidence of assessment or shows weak appreciation of organizational strategy in the attempt Displays moderate evidence of assessment or shows moderate appreciation of organizational strategy in the attempt Displays significant evidence of assessment or shows strong appreciation of organizational strategy in the attempt Design: Defines strategy, objectives, method (fitted to the training target—skill, knowledge, interpersonal competency, or experiential growth), materials, and media (classroom or technological) Defines few key areas of design or shows weak conception of the needed differences of method in the attempt Defines some key areas of design or shows moderate conception of the needed differences of method in the attempt Defines most key areas of design or shows strong conception of the needed differences of method in the attempt Development: Organizes content assets (developed in the design phase) to plan timely and logical delivery of all learning components with proper integration. Presents no clear delivery plan based on design components. Presents clear delivery plan based on design components, but logical linkages to implementation components are unclear. Presents clear delivery plan based on design components, with logical linkages to implementation components. Implementation: Determines contractor versus in-house facilitator, type of facility, use of technology, equipment, materials, scheduling/sequencing, constraints, and pilot test if feasible. Correctly specifies few implementation components or only demonstrates weak linkage to development in the attempt. Correctly specifies some implementation components or demonstrates moderate linkage to development in the attempt. Correctly specifies most components of implementation or demonstrates strong linkage to development in the attempt. Case Analysis Rubric #2- Written Communications Rubric MSHRM Program Dimension Exceeds Expectations Meets Expectations Does Not Meet Expectations Submission demonstrates content knowledge, understanding, and application gained from readings, videos, and other coursework or outside research Submission demonstrates an excellent understanding of subject knowledge and.

What to go by step by step and what’s included in the
paperAssurance of Learning Rubric #1 - MSHRM Program
Strategic
Application Rubric #1 – MSHRM
Program
Students in HRM6623 (Training and Development) will analyze
a case and prepare a research paper that includes the strategic
application of training and development concepts.
Dimension
Does Not Meet Expectations (1)
Meets Expectations (2)
Exceeds Expectations (3)
Assessment: Distinguishes current HRD gaps from systemic
(non-HRD) gaps, anticipates HRD needs based on
organizational strategy, and anticipates HRD needs due to
changes in technology
Displays little evidence of assessment or shows weak
appreciation of organizational strategy in the attempt
Displays moderate evidence of assessment or shows moderate
appreciation of organizational strategy in the attempt
Displays significant evidence of assessment or shows strong
appreciation of organizational strategy in the attempt
Design: Defines strategy, objectives, method (fitted to the
training target—skill, knowledge, interpersonal competency, or
experiential growth), materials, and media (classroom or
technological)
Defines few key areas of design or shows weak conception of
the needed differences of method in the attempt
Defines some key areas of design or shows moderate conception
of the needed differences of method in the attempt
Defines most key areas of design or shows strong conception of
the needed differences of method in the attempt
Development: Organizes content assets (developed in the design
phase) to plan timely and logical delivery of all learning
components with proper integration.
Presents no clear delivery plan based on design components.
Presents clear delivery plan based on design components, but
logical linkages to implementation components are unclear.
Presents clear delivery plan based on design components, with
logical linkages to implementation components.
Implementation: Determines contractor versus in-house
facilitator, type of facility, use of technology, equipment,
materials, scheduling/sequencing, constraints, and pilot test if
feasible.
Correctly specifies few implementation components or only
demonstrates weak linkage to development in the attempt.
Correctly specifies some implementation components or
demonstrates moderate linkage to development in the attempt.
Correctly specifies most components of implementation or
demonstrates strong linkage to development in the attempt.
Case Analysis Rubric #2- Written Communications Rubric
MSHRM Program
Dimension
Exceeds Expectations
Meets Expectations
Does Not Meet Expectations
Submission demonstrates content knowledge, understanding,
and application gained from readings, videos, and other
coursework or outside research
Submission demonstrates an excellent understanding of subject
knowledge and application of knowledge within framework of
the assignment. Demonstrates effective use of outside resources.
Includes numerous original thoughts, critical thinking and
synthesis that are appropriately justified.
Submission demonstrates good understanding of subject
knowledge and application of knowledge within framework of
the assignment. Some outside resources cited. Includes a
number of original thoughts; others are appropriately justified.
Submission shows little understanding of subject knowledge and
little ability to apply content knowledge within framework of
the assignment.
Submission displays effective organization
Content is well-organized and coherent, topics are in logical
sequence, includes clear introduction and conclusion
Content is basically organized but a few topics are out of
logical order; introduction and conclusion are generally clear
Content is difficult to follow; is not organized; weak or no
introduction and/or conclusion
Submission displays correct spelling, tense, punctuation, and
grammar usage
Submission contains grammatically correct sentences without
any spelling errors, punctuation errors, or incorrect tenses.
Submission contains almost no grammatical issues, spelling
errors, punctuation errors, or incorrect tenses.
Submission has multiple grammatically incorrect sentences,
spelling errors, punctuation errors, and incorrect tenses.
Submission reflects professional vocabulary appropriate to
business or discipline
Submitter uses highly professional vocabulary in submission
reflecting terms and concepts used in the course
Submitter mostly uses professional vocabulary in submission
reflecting terms and concepts from the course
Submitter does not use vocabulary appropriate for a
professional audience reflecting terms and concepts from the
course.
Submission adheres to requirements regarding format, due date,
length, spacing, title page, references, or other stated
requirements
Submission adheres to all stated requirements of assignment.
Submission fails to adhere to a stated requirement.
Submission fails to adhere to two or more stated requirements.
The ADDIE model
The ADDIE model is a framework that lists generic processes
that instructional designers and training developers use.[1] It
represents a guideline for building effective training and
performance support tools in five phases.
· Analysis
· Design
· Development
· Implementation
· Evaluation
ADDIE is an Instructional Systems Design (ISD) model. Most
current ISD models are variations of the ADDIE process.[2]
Other models include the Dick & Carey and Kemp ISD models.
Rapid prototyping is a commonly accepted improvement to this
model. This is the idea of reviewing continual or formative
feedback while creating instructional materials. This model
strives to save time and money by catching problems while they
are still easy to fix. This rapid prototyping is also called SAM,
or successive approximation model.
Instructional theories also play an important role in the design
of instructional materials. Theories such as behaviorism,
constructivism, social learning, and cognitivism help shape and
define the outcome of instructional materials.
History
Florida State University initially developed the ADDIE model
to explain, “...the processes involved in the formulation of an
instructional systems development (ISD) program for military
interservice training that will adequately train individuals to do
a particular job and which can also be applied to any
interservice curriculum development activity.”[3] The model
originally contained several steps under its five original phases
(analyze, design, develop, implement, and evaluate).[3] The
idea was to complete each phase before moving to the next.
Over the years, practitioners revised the steps, and eventually
the model became more dynamic and interactive than the
original hierarchical version. By the mid-1980s, the version
familiar today appeared.[4]
ADDIE Model
Phases of ADDIE
Analysis phase
The analysis phase clarifies the instructional problems and
objectives, and identifies the learning environment and learner's
existing knowledge and skills. Questions the analysis phase
addresses include:
· Who are the learners and what are their characteristics?
· What is the desired new behavior?
· What types of learning constraints exist?
· What are the delivery options?
· What are the pedagogical considerations?
· What adult learning theory considerations apply?
· What is the timeline for project completion?
Design phase
The design phase deals with learning objectives, assessment
instruments, exercises, content, subject matter analysis, lesson
planning, and media selection. The design phase should be
systematic and specific. Systematic means a logical, orderly
method of identifying, developing and evaluating a set of
planned strategies targeted for attaining the project's goals.
Specific means each element of the instructional design plan
must be executed with attention to details.
In the design phase, developers:
· Document the instructional, visual, and technical design
strategy
· Apply instructional strategies according to intended behavioral
outcomes by domain (cognitive, affective, and psychomotor)
· Design the user interface and user experience
· Create a prototype
· Apply visual design (graphic design)
Development phase
In the development phase, instructional designers and
developers create and assemble content assets blueprinted in the
design phase. In this phase, the designers create storyboards and
graphics. If e-learning is involved, programmers develop or
integrate technologies. Testers debug materials and procedures.
The project is reviewed and revised according to feedback.
Implementation phase
The implementation phase develops procedures for training
facilitators and learners. Training facilitators cover the course
curriculum, learning outcomes, method of delivery, and testing
procedures. Preparation for learners includes training them on
new tools (software or hardware) and student registration.
Implementation includes evaluation of the design.
This is also the phase where the project manager ensures that
books, hands-on equipment, tools, CD-ROMs, and software are
in place, and that the learning application or website functions.
Evaluation phase
The evaluation phase consists of two parts: formative and
summative. Formative evaluation is present in each stage of the
ADDIE process.
Formative assessment or diagnostic testing is a range of formal
and informal assessment procedures employed by teachers
during the learning process in order to modify teaching and
learning activities to improve student attainment.[1] It typically
involves qualitative feedback (rather than scores) for both
student and teacher that focuses on the details of content and
performance.[2] It is commonly contrasted with summative
assessment, which seeks to monitor educational outcomes, often
for purposes of external accountability.[
Images of ADDIE Models are shown at:
https://www.google.com/search?q=ADDIE+Model&client=firef
ox-a&hs=s7p&rls=org.mozilla:en-
US:official&channel=sb&tbm=isch&tbo=u&source=univ&sa=X
&ei=R-
AiVJiQNYHLggSP0IGgAg&ved=0CCwQsAQ&biw=1365&bih=
638.
You Tube Video of the ADDIE Model
Assessment/Analysis Phase:
http://www.youtube.com/watch?v=JZdv5lrJs4U&list=PLtrvQatF
keq3KJguPX3SEfZUC-JHOrcaH&index=1.
Design Phase:
http://www.youtube.com/watch?v=BhLIiF9QyTo&index=6&list
=PLtrvQatFkeq3KJguPX3SEfZUC-JHOrcaH.
Development Phase:
http://www.youtube.com/watch?v=VzYDNWhQWYA&list=PLtr
vQatFkeq3KJguPX3SEfZUC-JHOrcaH&index=19.
Implementation Phases:
http://www.youtube.com/watch?v=BhLIiF9QyTo&index=6&list
=PLtrvQatFkeq3KJguPX3SEfZUC-JHOrcaH.
Evaluation Phase
http://www.youtube.com/watch?v=CBoI0wBo4vw&list=PLtrvQ
atFkeq3KJguPX3SEfZUC-JHOrcaH&index=116.

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What to go by step by step and what’s included in the paperAssuran.docx

  • 1. What to go by step by step and what’s included in the paperAssurance of Learning Rubric #1 - MSHRM Program Strategic Application Rubric #1 – MSHRM Program Students in HRM6623 (Training and Development) will analyze a case and prepare a research paper that includes the strategic application of training and development concepts. Dimension Does Not Meet Expectations (1) Meets Expectations (2) Exceeds Expectations (3) Assessment: Distinguishes current HRD gaps from systemic (non-HRD) gaps, anticipates HRD needs based on organizational strategy, and anticipates HRD needs due to changes in technology Displays little evidence of assessment or shows weak appreciation of organizational strategy in the attempt Displays moderate evidence of assessment or shows moderate appreciation of organizational strategy in the attempt Displays significant evidence of assessment or shows strong appreciation of organizational strategy in the attempt Design: Defines strategy, objectives, method (fitted to the
  • 2. training target—skill, knowledge, interpersonal competency, or experiential growth), materials, and media (classroom or technological) Defines few key areas of design or shows weak conception of the needed differences of method in the attempt Defines some key areas of design or shows moderate conception of the needed differences of method in the attempt Defines most key areas of design or shows strong conception of the needed differences of method in the attempt Development: Organizes content assets (developed in the design phase) to plan timely and logical delivery of all learning components with proper integration. Presents no clear delivery plan based on design components. Presents clear delivery plan based on design components, but logical linkages to implementation components are unclear. Presents clear delivery plan based on design components, with logical linkages to implementation components. Implementation: Determines contractor versus in-house facilitator, type of facility, use of technology, equipment, materials, scheduling/sequencing, constraints, and pilot test if feasible. Correctly specifies few implementation components or only demonstrates weak linkage to development in the attempt. Correctly specifies some implementation components or
  • 3. demonstrates moderate linkage to development in the attempt. Correctly specifies most components of implementation or demonstrates strong linkage to development in the attempt. Case Analysis Rubric #2- Written Communications Rubric MSHRM Program Dimension Exceeds Expectations Meets Expectations Does Not Meet Expectations Submission demonstrates content knowledge, understanding, and application gained from readings, videos, and other coursework or outside research Submission demonstrates an excellent understanding of subject knowledge and application of knowledge within framework of the assignment. Demonstrates effective use of outside resources. Includes numerous original thoughts, critical thinking and synthesis that are appropriately justified. Submission demonstrates good understanding of subject knowledge and application of knowledge within framework of the assignment. Some outside resources cited. Includes a number of original thoughts; others are appropriately justified. Submission shows little understanding of subject knowledge and little ability to apply content knowledge within framework of the assignment. Submission displays effective organization Content is well-organized and coherent, topics are in logical
  • 4. sequence, includes clear introduction and conclusion Content is basically organized but a few topics are out of logical order; introduction and conclusion are generally clear Content is difficult to follow; is not organized; weak or no introduction and/or conclusion Submission displays correct spelling, tense, punctuation, and grammar usage Submission contains grammatically correct sentences without any spelling errors, punctuation errors, or incorrect tenses. Submission contains almost no grammatical issues, spelling errors, punctuation errors, or incorrect tenses. Submission has multiple grammatically incorrect sentences, spelling errors, punctuation errors, and incorrect tenses. Submission reflects professional vocabulary appropriate to business or discipline Submitter uses highly professional vocabulary in submission reflecting terms and concepts used in the course Submitter mostly uses professional vocabulary in submission reflecting terms and concepts from the course Submitter does not use vocabulary appropriate for a professional audience reflecting terms and concepts from the course. Submission adheres to requirements regarding format, due date, length, spacing, title page, references, or other stated requirements Submission adheres to all stated requirements of assignment. Submission fails to adhere to a stated requirement. Submission fails to adhere to two or more stated requirements. The ADDIE model
  • 5. The ADDIE model is a framework that lists generic processes that instructional designers and training developers use.[1] It represents a guideline for building effective training and performance support tools in five phases. · Analysis · Design · Development · Implementation · Evaluation ADDIE is an Instructional Systems Design (ISD) model. Most current ISD models are variations of the ADDIE process.[2] Other models include the Dick & Carey and Kemp ISD models. Rapid prototyping is a commonly accepted improvement to this model. This is the idea of reviewing continual or formative feedback while creating instructional materials. This model strives to save time and money by catching problems while they are still easy to fix. This rapid prototyping is also called SAM, or successive approximation model. Instructional theories also play an important role in the design of instructional materials. Theories such as behaviorism, constructivism, social learning, and cognitivism help shape and define the outcome of instructional materials. History Florida State University initially developed the ADDIE model to explain, “...the processes involved in the formulation of an instructional systems development (ISD) program for military interservice training that will adequately train individuals to do a particular job and which can also be applied to any interservice curriculum development activity.”[3] The model originally contained several steps under its five original phases (analyze, design, develop, implement, and evaluate).[3] The idea was to complete each phase before moving to the next. Over the years, practitioners revised the steps, and eventually the model became more dynamic and interactive than the
  • 6. original hierarchical version. By the mid-1980s, the version familiar today appeared.[4] ADDIE Model Phases of ADDIE Analysis phase The analysis phase clarifies the instructional problems and objectives, and identifies the learning environment and learner's existing knowledge and skills. Questions the analysis phase addresses include: · Who are the learners and what are their characteristics? · What is the desired new behavior? · What types of learning constraints exist? · What are the delivery options? · What are the pedagogical considerations? · What adult learning theory considerations apply? · What is the timeline for project completion? Design phase The design phase deals with learning objectives, assessment instruments, exercises, content, subject matter analysis, lesson planning, and media selection. The design phase should be systematic and specific. Systematic means a logical, orderly method of identifying, developing and evaluating a set of planned strategies targeted for attaining the project's goals. Specific means each element of the instructional design plan must be executed with attention to details. In the design phase, developers: · Document the instructional, visual, and technical design strategy · Apply instructional strategies according to intended behavioral outcomes by domain (cognitive, affective, and psychomotor) · Design the user interface and user experience · Create a prototype · Apply visual design (graphic design) Development phase In the development phase, instructional designers and
  • 7. developers create and assemble content assets blueprinted in the design phase. In this phase, the designers create storyboards and graphics. If e-learning is involved, programmers develop or integrate technologies. Testers debug materials and procedures. The project is reviewed and revised according to feedback. Implementation phase The implementation phase develops procedures for training facilitators and learners. Training facilitators cover the course curriculum, learning outcomes, method of delivery, and testing procedures. Preparation for learners includes training them on new tools (software or hardware) and student registration. Implementation includes evaluation of the design. This is also the phase where the project manager ensures that books, hands-on equipment, tools, CD-ROMs, and software are in place, and that the learning application or website functions. Evaluation phase The evaluation phase consists of two parts: formative and summative. Formative evaluation is present in each stage of the ADDIE process. Formative assessment or diagnostic testing is a range of formal and informal assessment procedures employed by teachers during the learning process in order to modify teaching and learning activities to improve student attainment.[1] It typically involves qualitative feedback (rather than scores) for both student and teacher that focuses on the details of content and performance.[2] It is commonly contrasted with summative assessment, which seeks to monitor educational outcomes, often for purposes of external accountability.[ Images of ADDIE Models are shown at: https://www.google.com/search?q=ADDIE+Model&client=firef ox-a&hs=s7p&rls=org.mozilla:en- US:official&channel=sb&tbm=isch&tbo=u&source=univ&sa=X &ei=R- AiVJiQNYHLggSP0IGgAg&ved=0CCwQsAQ&biw=1365&bih= 638.
  • 8. You Tube Video of the ADDIE Model Assessment/Analysis Phase: http://www.youtube.com/watch?v=JZdv5lrJs4U&list=PLtrvQatF keq3KJguPX3SEfZUC-JHOrcaH&index=1. Design Phase: http://www.youtube.com/watch?v=BhLIiF9QyTo&index=6&list =PLtrvQatFkeq3KJguPX3SEfZUC-JHOrcaH. Development Phase: http://www.youtube.com/watch?v=VzYDNWhQWYA&list=PLtr vQatFkeq3KJguPX3SEfZUC-JHOrcaH&index=19. Implementation Phases: http://www.youtube.com/watch?v=BhLIiF9QyTo&index=6&list =PLtrvQatFkeq3KJguPX3SEfZUC-JHOrcaH. Evaluation Phase http://www.youtube.com/watch?v=CBoI0wBo4vw&list=PLtrvQ atFkeq3KJguPX3SEfZUC-JHOrcaH&index=116.