ASSIGNMENT COVER SHEET
Electronic
UNIT
CODE: MAN3655
NAME OF STUDENT (PRINT CLEARLY)
STUDENT ID. NO.
10101160
TITLE: Workplace Learning &
Development
Towers
Ben
NAME OF LECTURER(s)
DUE DATE
Tara Smith & Jenni Parker
Friday 26 August, 2011
Topic of assignment - Assignment 1 - Job Application & ePortfolio
ePortfolio URL ( eg: http://jennipeportfolio.yolasite.com) so we can access YOUR e-portfolio for marking.
URL = http://bentowerseporfolio.weebly.com
Group or tutorial (if applicable)
On-Campus JO or Off Campus _____
Course
Campus
BUSINESS
JO
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
agreed
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 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.
The world of business throughout the last 20 years has experienced rapid change and growth
due to the introduction of modern technologies that have opened the doors of globalization.
From these advancements the focus has shifted from education and teaching to learning and/or
competence development (Illeris, 2003). To keep up with these trends of growth, organizations
have become more aware of the importance of learning and development of employees in order
to keep up with competitors.
Flexibility within an organization has become crucial part to companies striving to become
industry leaders since the introduction of globalisation that requires constant training of
employees to keep up with the rapid growth and advancement in technology. A focus on
development of individual employees skills has become a popular tool in order for companies to
compete, as an organization should consciously and intentionally devote to the facilitation of
individual learning in order to continuously transform the entire organization and its contexts to
help achieve individual goals and organizational goals (Catherine Wang, 2003).
The growing importance of learning for organisations’ survival is usually attributed to an
organizational world becoming increasingly complex and knowledge based, with technological
changes following each other ever faster and markets getting more and more dispersed (Poell,
R. F., Chivers, G. E., Van der Krogt, F. J., Danny, A. & Rob, F. 2000). Since the movement of
HRM in the early 90’s companies are beginning to appreciate the importance of managing their
employees and what their requirements are. Commonly companies are relying on the
development of skills, knowledge and attitudes to be done by the employee, employees have
also become more and more responsible for their own learning, in order to ensure their
employability (Poell, R. F., Chivers, G. E., Van der Krogt, F. J., Danny, A. & Rob, F. 2000).
Through the teaching of new skills and giving employees a more autonomy working
environment companies can improve how well they retain there staff. With the world of
technology likely to continue expanding and offering new opening in how organisations are run,
HR managers will have to continue to implement the appropriate processes to encourage and
manage learning and development in order for that organisation to be successful.
Selection criteria 2: Compare and contrast the 4 major learning theories: (Behaviourist,
Cognitivist, Humanist, and Constructivist)
The behaviourist view of learning assumes a learner is essentially passive, responding to
environmental stimuli (Behaviorism, 2011). A well known experient was performed by Ivan
Pavlov called ‘Pavlovs dog’ is commonly used when describing what behaviourism is and how it
can be applied to certain situations. The experiment entailed Ivan ringing a bell when ever it was
time for the dog to eat, after performing this routine several times, Ivan began to ring the bell
without giving the dog food and found that the dog would still salivate in preparation for food,
this what is to be considered a behaviousistic way of learning. Operant conditioning is
commonly refered when discussing behaviousist learning (also broken down into positive and
negative reinforcement), behavioural learning is really about the increased probability of a
behaviour based on reinforcement which has taken place in the past, so that the antecedents of
the new behavior include the consequences of previous behavior (Atherton, 2010).
Cognitive reinforcement is the assumption that humans are logical beings that make the choices
that make the most sense to them. Pure cognitive theory largely rejects behaviorism on the
basis that behaviorism reduces complex human behavior to simple cause and effect (Fritscher,
2011). There is also a sub set theory of cognitive learning which is known as social cognitive
theory, this theory looks more into the social influences on logical choices and how they can be
influenced, common example of this is advertising of products and a way of life e.g. quit
smoking campaigns.
Humanistic learning theory is learning experiences aligned with human’s natural desires and
inclinations this is believed to result in real learning. Humanistic approach is related to selfactualisation and how one is able to actualise capacities and potentialities found. (Johnson,
2010). Martin Luther King would be considered a humanistic approach as he was self-taught
and acted/discovered his true inner desire.
Constructivist learning refers to the idea that learners construct knowledge for themselves; each
learner individually (and socially) constructs meaning as he or she learns (Hein, 1991).
Constructivist is commonly related to the teaching of Christianity, as each person who reads the
information on the religion and different stories although the same all construct their own
meaning of the story.
It is important for managers of all levels to understand appreciate each of the 4 learning theories
as they can offer many tools of how to manage and improve employees. Something which
should never be taken for granted by managers is the realisation that not every employee learns
the same way and the importance to be willing to accommodate different learning styles to help
improve employee’s efficiency. Although there is much importance of the manager
understanding all learning styles it can also be useful for the employee to accommodate each of
the learning styles as it can help then when throughout the process of learning and
development.
References
Behaviorism. (2011, August). Retrieved August 20, 2011, from Learning Theories:
http://www.learning-theories.com/behaviorism.html
Atherton, J. (2010, february 10). Behaviourism. Retrieved August 17, 2011, from Learning and
teaching: http://www.learningandteaching.info/learning/behaviour.htm
Catherine Wang, P. A. (2003). Orgainsational learning: A critical review. The Learning
Organisation, 8-17.
Fritscher, L. (2011, April 2). Cognitive theory. Retrieved August 24, 2011, from About:
http://phobias.about.com/od/glossary/g/cognitivethedef.htm
Hein, G. E. (1991). Contructivist Learning Theory. The museum and the needs of people.
Jerusalem: Lesley College.
Johnson, D. A. (2010, June 30). Humanistic approach part one. Retrieved from Youtube:
http://www.youtube.com/watch?v=tVw_QDuUHzE
Illeris, K. (2003). Workplace learning and learning theory. Journal of Workplace learning, 15(4),
pp. 12-22.
Poell, R. F., Chivers, G. E., Van der Krogt, F. J., Danny, A. & Rob, F. (2000). Learning network
theory Management Learning, 31(1), pp. 25-50.
Senge, P. (1990), The Fifth Discipline: The Art and Practice of the learning organization,
Doubleday, New York, NY.
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 – selection 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.