ASSIGNMENT COVER SHEET
Electronic
UNIT
CODE:
MAN3655
TITLE:
Workplace Learning & Development
NAME OF STUDENT (PRINT CLEARLY)
STUDENT ID. NO.
Meyer
Helen
FAMILY NAME
FIRST NAME
10110854
NAME OF LECTURER(s)
DUE DATE
26/08/11
Tara Smith & Jenni Parker
Topic of assignment
Assignment 1 - Job Application & ePortfolio
Group or tutorial (if applicable)
On-Campus _____ or Off Campus ___x__
Course
Campus
G95
ES
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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
23/08/2011
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 Job Application
Selection Criteria Response Form
(Maximum 2 pages – type your responses below each criteria)
Selection criteria 1: Justify the need for and importance of, learning and development
to support the achievement of organisational goals.
Learning is “The acquisition or knowledge by individual employees or a group of
employees who are willing to apply that knowledge in their jobs in making decisions
and accomplishing tasks for the organisation” (Noe & Winkler, 2011). Development is
“Formal education, job experiences, relationships and assessments of personality and
abilities that help employees to prepare for the future” (Noe & Winkler, 2011). Now
that the definitions of learning and development are understood it is clear that both
learning and development is essential in organisations to achieve organisational goals.
For an organisation to achieve goals the employers need to always remain committed
to learning and development of employees. This is giving them basic training needs
that will develop the employee’s learning. Sophisticated organisations include learning
and development strategies in their strategic plan because they know it is a vital
aspect to achieve orgnisational objectives and goals. Therefore training is the first step
which leads to learning and development.
Employees need to have a genuine interest in the goods and services that the
organisation produces, therefore employees need to support and be committed to the
organization for them to be able to learn and develop their skills. This will benefit the
organisation as it will retain employees and keep costs down.
In conclusion its shows how important employees learning and development is for
organisations to reach their potential. Learning and development also distinguishes a
well structured organisation that is at the top of its game to that of an organisation
that is in the same market but is not reaching satisfying levels due to a lack of learning
and development and organisation commitment.
Selection criteria 2: Compare and contrast the 4 major learning theories: (Behaviorist,
Cognitive, Humanist, and Constructivist)
Behaviorist:
The behaviorist learning theory suggests that the learner is essentially passive and the
behaviors are shaped through positive or negative reinforcement. The learner start of
with a clean slate and therefore the behavior is shaped through the positive and
negative reinforcement from responding to environmental stimuli. “Behaviorism
precedes the cognitive worldview. It rejects structuralism and is an extension of logical
positivism” (Learning theories, 2008).
Cognitivism:
The Cognitive learning theory states that the learner act as a information processor
through inner mental activities. A metaphor used for his theory is like a computer; this
theory works by information coming in getting processed which then leads to certain
outcomes. “A response to the behaviorism, people are not programmed animals that
merely respond to environmental stimuli; people are rational beings that require
active participation in order to learn, and whose actions are a consequence of
thinking” (Learning theories, 2008)
Humanist:
The humanist learning theory focuses on human freedom, dignity and potential, which
is a personal act to fulfill ones potential. These learners act with intentionality and
values. This is in direct contrast to the behaviorist notion of operant conditioning
(which argues that all behavior is the result of the application of consequences) and
the cognitive psychologist belief that the discovery knowledge or constructing meaning
is central to learning” (Learning theories, 2008). The humanist learning approach also
believes that “ It is necessary to study the person as a whole, especially as an individual
grows and develops over the lifespan, it follows that the study of the self, motivation,
and goals are areas of particular interest” (learning theories, 2008).
Constructivist:
The last learning theory is constructivist and learning is viewed as active constructive
process. As Individuals with this learning style do not have a blank slate any new
information is linked to prior knowledge. They never acquire knowledge only construct
from previous experiences. There is a distinctive difference between the Constructivist
and behaviorist learning theory this is that; the behaviorist theory states that the
learner starts off with a clean slate and that is how the learning is shaped. Whereas the
constructivist theory states that the learner does not have a blank slate and that
learning is shaped through prior knowledge therefore all new information is associated
with former knowledge.
References:
Mayer, S. (2008). Strategic human resource management: Practices of high
performance organisations. Innovative Human Dynamics, pg. 1-4.
Noe, A., & Winkler, C. (Eds.). (2011). Employee training and development. New South
Wales, Australia: Mc Graw Hill.
CiteHR Improving organisations. (n.d.). Importance of learning. Retrived from the
website: http://www.citehr.com/18695-importance-learning-mustread.html#axzz1Vpea34FP
“Learning Theories”. (2008). Index of Learning theories and Models. Retrieved from the
website: http://www.learning-theories.com/
Job Application Marking Guide (10%)
Unsatisfactory
Satisfactory
Very effective
Excellent
Exceptional
Fail
Pass
Credit
Distinction
High Distinction
0
5
6
7
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.
Selection Criteria
demonstrates very
limited evidence of
any academic
research (textbooks
only or poor journal
articles).
Selection Criteria
demonstrates
limited academic
research (1 or 2
journal articles).
Only the basic
aspects are
covered.
Selection Criteria
demonstrates
some research (3
or 4 journal
articles). Most
aspects are
covered.
Selection Criteria
demonstrates
sufficient research (5
or 6 journal articles).
All aspects are
covered.
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 many
serious errors.
Referencing is very
poor, and does not
follow ECU
guidelines.
Selection Criteria
presentation is
unprofessional.
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.
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.
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.
In-text and End-text
contains no errors.
Referencing is very
good. ECU referencing
guidelines are followed.
Selection Criteria are
very professionally
presented.
Academic Skills
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
 Home page - introduction
 About Me page – bio & ECU email
 Blog page – min 2 posts
 Job Application page – file attached
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.