UNIT
CODE: MAN3655
TITLE: Workplace Learning &
Development
NAME OF LECTURER(s)
Tara Smith & Jenni Parker
O’Brien
FAMILY NAME
Topic of assignment - Assignment 1 - Job Application & ePortfolio
Electronic
NAME OF STUDENT (PRINT CLEARLY)
Beth
FIRST NAME
STUDENT ID. NO.
10069846
DUE DATE
Friday 26 August, 2011 ePortfolio URL ( eg: http://jennipeportfolio.yolasite.com
) so we can access YOUR e-portfolio for marking .
URL = beth3655eportfolio.weebly.com
Group or tutorial (if applicable)
On-Campus
Course
K34
Campus
JO
I certify that the attached assignment is my own work and that any material drawn from other sources has been acknowledged.
Copyright in assignments remains my property. I grant permission to the University to make copies of assignments for assessment, review and/or record keeping purposes. I note that the University reserves the right to check my assignment for plagiarism. Should the reproduction of all or part of an assignment be required by the University for any purpose other than those mentioned above, appropriate authorisation will be sought from me on the relevant form.
Submitting this paper electronically as per instructions for the unit, place an ‘X’ in the box below to indicate that you have read this form and filled it in completely and that you certify as above. Please include this page in/with your submission. Any electronic responses to this submission will be sent to your ECU email address.
Agreement X Date 26/08/2011
OFFICE USE ONLY
PROCEDURES AND PENALTIES ON LATE ASSIGNMENTS - Refer to the University Admission, Enrolment and Academic
Progress Rule 24 and the ECU Assessment Policy

A student who wishes to defer the submission of an assignment must apply to the lecturer in charge of the relevant unit or course for an extension of the time within which to submit the assignment.
 Where an extension is sought for the submission of an assignment the application must :
 be in writing - preferably before the due date; and
 set out the grounds on which deferral is sought. ( see ECU Assessment Policy) http://intranet.ecu.edu.au/__data/assets/pdf_file/0009/20025/assign_ext.pdf

Assignments submitted after the normal or extended date without approval shall incur a penalty of loss of marks. (see 39.5)
ACADEMIC MISCONDUCT Rules (Students)
All forms of cheating, plagiarism or collusion are regarded seriously and could result in penalties including loss of marks, exclusion from the unit or cancellation of enrolment.
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

A S K
Selection criteria 1: Justify the need for and importance of, learning and development to support the achievement of organisational goals.
The business world is a dynamic entity with many forces that require organisations to use learning and development to achieve their goals (Boxall & Purcell, 2008). There are many forces that influence learning and development such as, but not limited to, globalisation, the value of human capital, and attraction and retention issues (Noe &
Winkler, 2009). Learning and development are useful means of meeting the demands each force creates which in turn supports the achievement of organisational goals.
Globalisation is a strong force for many organisations, with businesses expanding internationally (Noe & Winkler, 2009). To be successful during this process it is important for organisations to utilise learning and development (Hor & Keats, 2010). Employees will be required to interact with different cultures and to use new methods of communication
(Noe & Winkler, 2009). A telecommunications call centre is a an example of when cultural diversity training is needed, phone operators would be required to assist customers from around the world who would have expectations about the interaction. Without training, employees would feel unprepared for the task ahead of them.
Another force that organisations are faced with is the increasing value of human capital (Noe & Winkler, 2009). Organisations strive for competitive advantage and, through learning and development, human capital can be a source of that (Hatch & Dyer, 2004). To be competitive an organisation needs to be unique. Learning and development can be used to enhance organisation-specific skills and knowledge so that it is not easily imitated by the competition (Hatch & Dyer, 2004).
Attraction and retention issues are also a force that organisations deal with when trying to meet their goals (Noe & Winkler, 2009). Organisations desire low turnover, and due to the flightiness of Generation Y, this goal is difficult to achieve (Gibson, Greenwood,
& Murphy, 2009). However, research suggests that Generation Y desires to continually learn, thus learning and development can be used as a non-financial incentive and reduce turnover (Lyons, Duxbury, & Higgins, 2007; Shaw & Fairhurst, 2008).
There are many forces that influence the need for learning and development in organisations such as globalisation, the value of human capital, and attraction and retention issues (Noe & Winkler, 2009). Learning and development is needed by organisations because without it their most valuable asset, people, will become outdated very quickly. It doesn’t matter how new or innovative an organisation’s technology or equipment is if employees are not properly trained to use it.
Selection criteria 2: Compare and contrast the 4 major learning theories: (Behaviourist,
Cognitivist, Humanist, and Constructivist)
Behaviourism focuses on the concept of stimulus and response and desires to study behaviour objectively without the interference of the human mind (Hergenhahn, 2005). The

learner is considered to be a clean slate and their behaviour can be shaped to elicit a desired response using reward and punishment (Mazur, 2006). Learning is considered to have occurred when there is a change in behaviour (Learning Theories Knowledgebase, 2011).
Several key people and learning theories in this area are: the founder of the school –
Watson, Pavlov and Classic Conditioning, B.F Skinner and Operant Conditioning, and
Bandura and Social Learning Theory (Hergenhahn, 2005; Mazur, 2006).
Cognitivist learning theory was a move away from Behaviourism in the 1960/70’s and differs greatly, especially because the main desire of Cognitivism is to understand the human mind, something Behaviourism considered to unnecessary (Hergenhahn, 2005;
Mazur, 2006; Robins, Gosling, & Craik, 1999). Cognitivism considers the mind to be an information processor, with inputs and outputs. Another contrast to Behaviourism is the argument that people actively participate in learning and thought precedes action (Learning
Theories Knowledgebase, 2011). Cognitivism is often associated with another learning theory – Constructivism (Raskin, 2007). Cognitions are sometimes considered to be similar to constructs; however cognitions are simpler whilst constructs are not a form of thinking but rather feeling (Raskin, 2007).
Constructivism considers learning to be a personal experience, where the individual is active and makes meaning (Learning Theories Knowledgebase, 2011; Raskin,
2007). In contrast to Behaviourism, individuals are not a blank slate that acquires information; they bring in their personal experiences to construct knowledge (Learning
Theories Knowledgebase, 2011). The individual is responsible for their own learning.
Constructivism shares some similar characteristics with Humanism, such as the learner is central and the teacher facilitates their learning (Hergenhahn, 2005).
Humanism is the view that people are essentially good and that learning is a personal act to fulfil one’s potential (Hergenhahn, 2005). The individual is viewed as a whole – mind and body – with motivations and goals (Learning Theories Knowledgebase,
2011). Humanism contrasts with Behaviourism because non-human subjects are not studied, there is no desire to shape or predict behaviour, and behaviour is a consequence of intention not a response to stimuli (Hergenhahn, 2005; Learning Theories Knowledgebase,
2011). Humanism also differs from Cognitivism because achieving goals and reaching potential is more important than discovering meaning (Learning Theories Knowledgebase,
2011).
Each learning theory is distinct from one another and each have experienced periods of popularity (Hergenhahn, 2005). There are some similarities between the theories, especially between Constructivism and Humanism. Each theory has a use within the areas of training and development and an eclectic approach may be the most successful method.

References
Boxall, P., & Purcell, J. (2008). Strategy and human resource management (2nd ed.).
Hampshire, UK: Palgrave Macmillan.
Gibson, J., Greenwood, R., & Murphy, E. (2009). Generational differences in the workplace: Personal values, behaviors, and popular beliefs. Journal of Diversity
Management , 4 (3), 1-7.
Hatch, N., & Dyer, J. (2004). Human capital and learning as a source of sustainable competitive. Strategic Management Journal , 25 , 1155-1178.
Hergenhahn, B. (2005). An Introduction to the History of Psychology (5th ed.). Belmont,
CA: Thomson Wadsworth.
Hor, J., & Keats, L. (2010). Finders Keepers. In B. M., Recruitment and Retention (pp. 245
390). Sydney: CCH Australia Ltd.
Learning Theories Knowledgebase. (2011, August). Behaviorism . Retrieved from Learning
Theories.com: http://www.learning-theories.com/behaviorism.html
Learning Theories Knowledgebase. (2011, August). Cognitivism . Retrieved from Learning
Theories.com: http://www.learning-theories.com/cognitivism.html
Learning Theories Knowledgebase. (2011, August). Constructivism . Retrieved from
Learning-Theories.com: http://www.learning-theories.com/constructivism.html
Learning Theories Knowledgebase. (2011, August). Humanism . Retrieved from Learning
Theories.com: http://www.learning-theories.com/humanism.html
Lyons, S., Duxbury, L., & Higgins, C. (2007). An empirical assessment of generational differences in basic human values. Psychological Reports , 101 , 339-352.
Mazur, J. (2006). Learning and behaviour (6th ed.). NJ: Pearson.
Noe, R., & Winkler, C. (2009). Employee Training and Development.
North Ryde:
McGraw-Hill Australia Pty Ltd.
Raskin, J. (2007). The evolution of constructivism. Journal of Constructivist Psychology ,
21 (1), 1-24.
Robins, R., Gosling, S., & Craik, K. (1999). An empirical analysis of trends in psychology.
American Psychologist , 54 (2), 117-128.
Shaw, S., & Fairhurst, D. (2008). Engaging a new generation of graduates. Education +
Training , 50 (5), 366-378.

Unsatisfactory
Fail
0
Satisfactory
Pass
5
Very effective
Credit
6
Excellent
Distinction
7
Exceptional
High Distinction
8-10
Selection Criteria 1: Justify the need for and importance of, learning and development to support the achievement of organisational goals
Does not justify the importance of L& D for the achievement of org. goals.
Very limited justification (a very weak argument) of the importance of
L& D for the achievement of org. goals. Paper is descriptive.
Limited justification (a weak argument) of the importance of L& D for the achievement of org. goals. Paper is mainly descriptive.
Fairly strong justification (evidence of an argument) of the importance of L&
D for the achievement of org. goals. Selection
Criteria demonstrates some analysis.
Strong justification (a strong argument) of the importance of L& D for the achievement of org. goals. Selection Criteria demonstrates strong analysis.
Selection Criteria 2: Compare and contrast the 4 major learning theories (Behaviourist, Cognitivist, Humanist,
Constructivist)
Not all learning theories are addressed.
All learning theories are addressed, but it is mainly descriptive.
All learning theories are addressed.
Some aspects are compared and contrasted, but analysis is limited.
All learning theories are addressed. Most aspects are compared and contrasted; there is evidence of some analysis.
All learning theories are very well addressed.
All aspects are compared and contrasted; there is evidence of significant analysis.
Academic Skills
Selection Criteria demonstrates very limited evidence of any academic research (textbooks only or poor journal articles).
In-text and End-text contains many serious errors.
Referencing is very poor, and does not follow ECU guidelines.
Selection Criteria presentation is unprofessional.
Selection Criteria demonstrates limited academic research (1 or 2 journal articles).
Only the basic aspects are covered.
In-text and Endtext contains a number of serious errors.
Referencing is poor, and does not follow ECU guidelines. Some aspects of the
Selection Criteria are professionally presented.
Selection Criteria demonstrates some research (3 or 4 journal articles). Most aspects are covered.
In-text and Endtext contains minor errors.
Referencing is adequate. Not all
ECU guidelines are followed.
Most aspects of the Selection
Criteria are professionally presented.
Selection Criteria demonstrates sufficient research (5 or 6 journal articles).
All aspects are covered.
In-text and End-text contains a few very minor errors.
Referencing is good.
Most ECU referencing guidelines are followed. Selection
Criteria are professionally presented.
Selection Criteria demonstrates the use of quality research articles (7+ journal articles). Justification of the importance L&D is clear. Demonstrates a depth of thought and insight into the subject.
In-text and End-text contains no errors.
Referencing is very good. ECU referencing guidelines are followed.
Selection Criteria are very professionally presented.

Unsatisfactory Satisfactory Very effective
Fail
No images or links to other resources.
Text is unclear
&/or has serious punctuation and spelling errors.
Pass
0 5 ePortfolio – essential items included

Home page - introduction

About Me page
– bio & ECU email ePortfolio Design
Some images or links to other resources.
Text lacks clarity
&/or has some punctuation and spelling errors.
Credit
6
Excellent
Distinction
7
Exceptional
High Distinction
8-10

Blog page
– min 2 posts

Job Application page
– selection file attached
Some images or links to other resources.
Text is fairly clear &/or has some minor punctuation and spelling errors.
Many images or links to other resources are provided that are appropriate.
Text is clear, one or two very minor errors.
Significant appropriate
Images or links to other resources are used to enhance the eportfolio.
Text is clear, exact and engaging. No errors. eJournal (blog)
Personal Response to class material, activities and readings
No personal response is made to the issues or concepts raised in workplace training & development
Analysis demonstrates very limited evidence of personal response to the issues or concepts raised in workplace training
& development
Analysis conveys some evidence of personal response to the issues or concepts raised in workplace training & development
Personal growth (preparation of assignments, class activities)
Analysis conveys evidence of personal response to the issues or concepts raised. Beginning to reflect on workplace training & development in a different way.
Analysis conveys extensive evidence of personal response to the issues or concepts raised. Demonstrates personal growth and workplace training & development awareness.
Does not reflect on own work at all and no examples are provided.
Reflects on own work improvement on occasion but limited examples are provided.
Demonstrates an ability to reflect on some of own work but examples provided are minimal.
Demonstrates an ability to reflect on most of own work.
Begins to demonstrate good meta-cognition and provides examples consistently.
Reflects well on all own work, demonstrates a range of meta-cognitive practices and provides many examples.
Critical Reflection (thinking and linking concepts to the big picture of workplace learning & development)
No reference to workplace, or outside of class learning.
No reflection on new concepts.
Minimal reference to workplace, or outside of class learning.
Reflects on new concepts but does not demonstrate how it fits in the bigger picture.
References to workplace, or outside of class learning, but does not clearly link theory with real practice.
Reflects on new concepts and is beginning to link them to the bigger picture.
Significant references to workplace, or outside of class learning, and is beginning to link theory with real practice.
Clearly reflects on new concepts and links new concepts in the bigger picture.
Significant references to workplace, or outside of class learning, and clearly links theory with real practice.
Clearly reflects on new concepts and demonstrates a clear understanding of how this fits in the bigger picture
Learning strategies
No discussion of your own learning and/or problem solving strategies used in MAN3655.
Very limited discussion of your own learning and/or problem solving strategies used in MAN3655.
Some discussion of your own learning and/or problem solving strategies used in
MAN3655.
Substantial discussion of your own learning and/or problem solving strategies used in
MAN3655.
Extensive, reflective discussion of your own learning and/or problem solving strategies used in MAN3655 including reference to both the technical and workplace learning and development concepts covered.