ASSIGNMENT COVER SHEET
Electronic
UNIT
CODE: MAN3655
NAME OF STUDENT (PRINT CLEARLY)
STUDENT ID. NO.
10148080
TITLE: Workplace Learning &
Development
SHENG
YE
NAME OF LECTURER(s)
DUE DATE
Tara Smith & Jenni Parker
Friday
23 September, 2011
Topic of assignment
Assignment 2 – Training Session and ePortfolio
ePortfolio URL ( eg: http://jennipeportfolio.yolasite.com) so we can access YOUR e-portfolio for marking.
URL =
Group or tutorial (if applicable)
Course
Campus
On-Campus _____ or Off Campus _____
I certify that the attached assignment is my own work and that any material drawn from other
sources has been acknowledged.
OFFICE USE ONLY
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
Date
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.
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ASK Staff Induction Program Checklist
Tasks – ASK website Staff Induction
Instructions – All videos are available on the ASK website
Join the ASK Skype Chat Group
(add jennip98 to your contacts & send request
to join MAN3655 on Skype)
Add a Skype Button to your ePortfolio About Me
page
Join the ASK Diigo Bookmarks Group
Install a Diigo toolbar & add your
ePortfolio to the ASK Diigo Bookmarks Group
(use the tag: MAN3655ePortfolio)
Access the ASK Google Doc Folder and
select a training session
Add a hyperlink to the ASK Diigo Group to
your ePortfolio Resources page
Add a hyperlink to the ASK Google Doc
Folder to your ePortfolio Resources page
Download & install Skype on your computer
Video Tutorial – How to join the ASK Skype group
Done
Video Tutorial – How to add a Skype button to a web page
Video Tutorial – How to join the ASK Diigo group
Video Tutorial – How to add a Diigo toolbar to your browser
& add your ePortfolio web site to the ASK Diigo group
Video Tutorial – How to access the ASK Google Docs
Folder & add your name to the ‘”Session Selection” file
Video Tutorial – How to add a hyperlink to my web page:
Weebly, Yola, Google sites
As above
ASK Session Plan – Peer Evaluation
Effective use of team training methods
Place an X in the appropriate column
Strongly
Agree
Session Name
Helen Meyer
Agree
Evaluator Name
Mostly
Agree
Kevin Ye
Disagree
Trainer Name
1.
Essential information is included: Trainer name, Session Topic, session
duration, required resources
X
2.
The learning objectives are clearly identified
X
3.
How participant skills & knowledge will be assessed is clearly identified
4.
The introduction provides an overview of what the session is about, and
checks participants prior knowledge about the topic
Estimated times are included and the amount of content included suits
the timeframes
The information & tasks are sequenced in a logical manner
X
The activities included provide the opportunity to be actively involved in
the session
The session includes a range of different training methods
X
5.
6.
7.
8.
9.
The session provides the opportunity for participants to ask questions
and/or share their opinions & ideas
10. The session provides the opportunity for participants to receive feedback
about their performance during the session
11. The conclusion effectively summarises what the session covered and
linked to future activities
X
X
X
X
X
X
X
The things I like best about this plan are:
I really like how informative the plan is and how everything is set out it clearly shows the reader what is
to be expected
The things that I think can be improved are: (provide constructive suggestion on HOW to improve)
I think the plan is very well done and cannot find anything that could be improved!
Training Session Marking Guide (15%)
Unsatisfactory
Satisfactory
Very effective
Excellent
Exceptional
Fail
Pass
Credit
Distinction
High Distinction
0
7.5
9
10.5
12-15
Learning
objective/s are
unclear does not
include
performance,
condition and
criteria on all
objectives.
Learning objective/s
include
performance,
condition and
criteria, but lack
clarity. Limited
indication for learner
of what is expected,
ltd. guidance to
trainer and not
appropriate for
evaluation.
Learning objective/s
include performance,
condition and criteria.
Gives the learner
some indication of
what is expected,
provides some
guidance to trainer
and could be used
for evaluation.
Very clear learning
objective/s that includes
performance, condition
and criteria. Provides
the learner with what is
expected, gives the
trainer a goal to achieve
and forms the basis of
evaluation.
Some consideration
of sequence or
timing of training
content. Order or
timing of some
aspects needs
greater thought.
Sequence and timing
of training content,
well thought through,
a few very minor
issues with
sequence, timing or
selection. Session
plan was
professional.
Sequence and timing of
training content, was
very well thought
through. Session Plan
was very professional.
A good range of
appropriate training
methods employed.
Methods chosen are
likely to contribute to
(most of) the stated
objective/s.
A very good range of
appropriate training
methods employed,
that provide variety
and interest for
learners. Methods
chosen will contribute
to the stated
objective/s.
An excellent range of
well considered training
methods were
employed, that provide
considerable variety
and interest for
learners. Methods
chosen would
contribute to the stated
objectives.
Some planned
engagement and
interaction of
learners during the
session.
Session had some
significant
engagement and
interaction of
learners.
Session had many
significant elements
that would ensure
engagement and
interaction of learners.
Learning Objectives
Learning
objectives are not
included.
Content – Selection and Sequencing (timing)
No consideration
of sequence and
timing of training
content.
Limited
consideration of
sequence or
timing of training
content.
Training Methods
A very limited
range of training
methods
employed.
Limited range of
training methods
employed.
Methods chosen
are unlikely to
contribute to the
stated
objective/s.
Interactivity & Engagement
No planned
engagement and
interaction of
learners included
the session.
Limited planned
engagement and
interaction of
learners during
the session.
Peer Review (5%)
Unsatisfactory
Satisfactory
Very effective
Excellent
Exceptional
Fail
Pass
Credit
Distinction
High Distinction
0
2.5
3
3.5
4-5
Peer review was
completed, but
was
unprofessional or
not timely.
Some aspects of the
peer review
completed in a
professional and
timely manner.
Most aspects of the
peer review
completed in a
professional and
timely manner.
Peer review completed
in a very professional
and timely manner.
Limited feedback
provided.
Comments were
general only.
Feedback provided
some comments to
improve.
Comments were not
specific.
Feedback provided
some comments for
improvement of
session plan.
Professional feedback,
that provided specific
comments aimed at
improvement of session
plan.
Peer Review
Not Complete
Feedback
No feedback
provided
ePortfolio Marking Guide (10%)
Unsatisfactory
Satisfactory
Very effective
Excellent
Exceptional
Fail
Pass
Credit
Distinction
High Distinction
0
5
6
7
8-10
ePortfolio – essential items included
 Training Session page – all files attached (own session plan, peer evaluation of your session
plan, your evaluation of peer’s session plan)
 Resources page – ASK staff induction checklist attached and all required resources added
 Blog page – min 4 posts added
ePortfolio Design
No images or links
to other resources.
Text is unclear
&/or has serious
punctuation and
spelling errors.
Some images or
links to other
resources.
Text lacks clarity
&/or has some
punctuation and
spelling errors.
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.
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.
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.
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)
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.
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
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.
Learning strategies
No discussion of
your own learning
and/or problem
solving strategies
used in MAN3655.