ASSIGNMENT COVER SHEET
Electronic
UNIT
CODE: MAN3655
TITLE: Workplace Learning &
Development
NAME OF STUDENT (PRINT CLEARLY)
COOKE
STACEY
FAMILY NAME
FIRST NAME
STUDENT ID. NO.
10143759
NAME OF LECTURER(s)
DUE DATE
Tara Smith & Jenni Parker
Friday 26 August, 2011
Topic of assignment - Assignment 1 - Job Application & ePortfolio
ePortfolio URL
URL = www.staceycookeeportfolio.weebly.com
Group or tutorial (if applicable)
Course
Campus
On-Campus _____ or Off Campus __X__
BACHELOR OF BUSINESS
ES / BU
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


Stacey Cooke
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.
----------------------------------------------------------------------------------------------------------------------
ASK Job Application
Selection Criteria Response Form
Selection Criteria
Justify the need for, and importance of learning and development to support the achievement of
organisational goals.
Former General Electrics CEO Jack Welch once stated “an organisation's ability to learn, and translate that learning into action
is the ultimate competitive advantage" (Adams, 2009). It is a truism today that managers and organisational leaders are
becoming increasingly aware of the importance of providing their human resources with continual learning and development
opportunities in order to achieve organisational goals (Noe & Winkler, 2009). It is clearly justified that given today’s increasing
state of change and transformation, strategic human resource development not optional; it is an organisational necessity, and
those who fail to adapt to the changing environment through continual learning and development risk being left behind
(Mathieson, 2006; Smith, 2004). Furthermore, those organisations who foster a learning culture, establish initiatives to
encourage and support continual learning, and develop an environment which facilitates learning and development, can have a
significant impact on both human resource and organisational strategic goals (Mathieson, 2006; Smith, 2004).
As a Human Resources Advisor based in the Training and Development department, I am charged with developing a range of
initiatives, programs and tools in order to target various human resource and organisational level goals within a large
multinational mining and resources company.
During my career with my current employer, I have undertaken three defining initiatives, in order to achieve HR and
organisational goals. These include:
1.
2.
3.
Developing training schemes in line with expanding the KSA’s of our employees (HR and organisational goals). As a part
of our strategy to up-skill our workforce, I developed a program named the “Employee Study Assistance” program. The
initiative allows employees to pursue company funded individual training and development provided the study directly
relates to their current job and/or supports promotion opportunity, and relates to organisational goals and strategy. The
scheme’s benefits are twofold – the employee’s gain personal and professional development and the business gains the
benefit of employee’s applying their KSA’s directly to business efforts.
Establishing a formal mentoring and secondment program which involves matching low to medium ranked employees with
high to executive level employees to enhance professional development and employee performance. This supports human
resource goals (retention, performance, satisfaction, etc) and organisational goals (skilled employees, succession
planning, production and output, etc).
Redeveloping a range of non-essential training programs to be converted from face to face delivery methods which were
timely and costly, to online training methods allowing greater training flexibility and is considerably lower in costs.
Within the first 6 months of establishment, strategies 1 and 2 resulted in an annual turnover reduction from 14.3% pa to 5.2%
(an acceptable industry standard). Employee climate (or pulse surveys) reported a 15% increase in employee satisfaction and
more impressively, output increased by 4% (remarkable given most employees had not finished their studies yet). Strategy 3
yielded savings of between $50,000 and $200,000 per course (per annum). I have developed four courses online, saving the
company in excess of over $560,000 per annum and freeing training resources, facilitators and facilities for essential training.
As demonstrated in my resume, I have a highly developed ability to devise strategies in order to enhance and maximise an
organisation’s return on their investment in learning and development activities. My outcomes reflect similar results of studies in
medium to large, public and private businesses in Singapore (Yeo, 2002). This findings of the study revealed that organisational
learning is developed and achieved through several methods. Firstly, a learning organisation is promoted when the sharing and
learning of knowledge and information is supported, and occurs in a flexible and open environment (Yeo, 2002). This finding is
was reflected through the redevelopment of learning and development programs, including course content and course delivery
methods, which provides flexibility in learning delivery and provides the ability to share learning in an open environment.
Secondly, the content of the study, learning or development must directly support the goals and direction of the organisation
(Yeo, 2002). This notion is reflected in the Employee Study Assistance Program where information is directed solely by
organisational goals (i.e. learning aimed at producing higher output, quality management techniques, corporate planning, etc).
Thirdly, the extent and capacity of learning within the organisation is influenced by the level of support from top management,
who demonstrate a commitment to organisational learning and support (Yeo, 2002). The Mentoring and Employee Study
Assistance programs I developed supported this process via demonstrating senior management’s commitment and funding
approval of the long term learning and development of their employees.
The simple fact is globalisation, the need for performance and results, and a number of other challenges are driving the need for
effective learning and developments as a continuous, lifelong (and organisational) journey (Noe & Winkler, 2009; O'Keefe,
2002). To maximise this increasing drive, organisations need to achieve maximum learning for their investment (for employee’s
to apply their learnt knowledge, skills and abilities to their day to day tasks) through providing learning which allows the
employee to draw as much as they can from the experience by designing and delivering training which will support and enhance
a learning environment to support organisational goals. We can achieve this through careful development using strategies such
as ADDIE, and incorporating contemporary and best practice learning and development strategies in order to achieve
organisational goals (Noe & Winkler, 2009; O'Keefe, 2002).
Compare and contrast the major learning theories. (Behaviourist, Cognitivist, Humanist, Constructivist)
Adult learning (andragogy) is concerned with how adults learn, process, understand, recognise, store and retrieve
information in a method which markedly differs from how children learn (pedagogy) (Marquardt & Waddill, 2010).
Cognitivist learners are said to learn in a manner in which uses internal processes to acquire, understand, store
and retrieve information through using perception, insight, interpretation, and attributing meaning from the external
environment in order to make sense of experiences (Marquardt & Waddill, 2010). Wertheimer was a dominant
theorist in the field of Cognitive Learning Theory and asserted the notion that not all the outcomes of learning can
be observed (as behaviourists theorists argue). Instead, Cognitivists argue that study of mentalistic processes and
concepts must also occur in order to determine mental operations of the brain which contribute to the learning
process (Bush, 2006).
Behaviourist Learning Theory was pioneered by B.F. Skinner, who attempted to explain how Behaviourist style
learners learn most effectively through controlling their external environment, and placed significance on changing
behaviours through processes such as operant conditioning (Marquardt & Waddill, 2010). Furthermore,
Behaviourists believe learning occurs on the basis of three principles; 1) learning is indicated by changed
behaviour; 2) learning is dependent on the environmental conditions and context; 3) learning is aided through
repetition and reinforcement (Marquardt & Waddill, 2010). Behaviourism is essentially the study of students
response to stimulus, and the assumption that all students will learn given the right environmental conditions (Bush,
2006).
Constructivist learning is centered upon the idea that the learner constructs knowledge through insightful learning,
rather than passively absorbing the information (Garmston & Wellman, 1994). Constructivist learners are able to
draw ideas, perspectives and experiences from a wide range of sources in order to form their own ideas and
opinions. Individuals who learn through this learning style must be taught in a manner which allows them to make
sense of frameworks and actions, and encourages the learner to make connections between concepts and
information taught, and their personal experiences (Garmston & Wellman, 1994). Furthermore, constructivism
emphasizes that learning occurs contextually and must make personal meaning of the learning environment
through internalizing their concept of reality, and reflective practice is highly indicative of this learning style
(Marquardt & Waddill, 2010).
Humanistic learning theory stresses the importance on the development of the whole individual, and the individual’s
pursuit for self actualization through learning and development (Marquardt & Waddill, 2010). Humanistic learning
emphasized the significance of experiences, feelings and emotion (in conjunction with cognitive processes) which
direct an individual’s path to fulfillment and personal growth (McFadzean, 2001). Theorists such as Rogers and
Maslow are arguably the best known humanist supporters, asserting that people need to develop in order to
achieve self actualization and to fill their full potential (McFadzean, 2001). Their learning should meaningful,
relevant and experiential. Importantly, andragogy is about aiding the adult learning process rather than
prescriptively teaching the student information (McFadzean, 2001).
Together, these four theories attempt explain the manner which best enhances the individuals learning experience.
Although these theories markedly differ in nature, many individuals learn effectively through utilising a combination
of learning styles (Noe & Winkler, 2009). Whilst the differences between the theories appear obvious, it is apparent
the Cognitivist and Constructivist styles of learning are more closely linked with the way in which the physical brain
processes, make connections, evaluates, stores and retrieves information in order to form judgments and ideas. It
is heavily centered around the notion of cognition and metacognition and places a heavy significance on memory,
cognitive ability, analysis and reflection (Noe & Winkler, 2009).
Humanistic and Behaviourist theorists on the other hand are slightly less emphatic of the physical brain processes
and focus more on the mind of the individual learner who gains skills and knowledge through observing the tasks,
behaviours and actions of others to learn, and are able to effectively form ideas and opinions through interacting,
discussing and sharing ideas, experiences and perspectives with others (Noe & Winkler, 2009). It also places
significance on the context of the external environment, and conditioning which can result in the observable
changes in behaviour (Bush, 2006). It is widely accepted that many people learn effectively through a blend of
dominant and supportive styles of learning (Noe & Winkler, 2009).
Given the fundamental distinctions between the four major learning theories, it can be argued the greatest (and
arguably most poignant) difference lies in the way they are practically applied in the learning environment.
Stemming from the results of Kolb’s Learning Inventory (Healey, 2011), individuals can fit into one of four different
learning types, and contingent upon the individual’s dominant learning style, different teaching methods can have a
significant impact on the effectiveness of the individual’s learning. Some may learn most effectively through
experimentation, reflection, observation or theory synthesis in order to learn (Healey, 2011). At its very essence,
individual learning is not dependant on the individual’s learning style, rather the facilitator’s ability to develop and
deliver training which can support and enhance the learning preferences and style of each of their students. My
track record (evident in my resume’) demonstrates my ability to design and deliver learning and development
courses and schemes which cater to each of the learning styles.
References
Adams, J. (2009). 69 Learning and Development Quotes. L & D Professional Resource - Campaign for Strategic
Learning.
Bush, G. (2006). Learning about learning: from theories to trends. Teacher Librarian 34(2), 5.
Garmston, R., & Wellman, B. (1994). Insights from constructivist learning theory. Educational Leadership, 51(7), 2.
Healey, M. (2011). PART II: KOLB'S EXPERIENTIAL LEARNING THEORY, Part B: Applying learning theory to practice.
Marquardt, M., & Waddill, D. (2010). The power of learning in action learning: a conceptual analysis of how the five
schools of adult learning theories are incorporated within the practice of action learning. Action Learning:
Research and Practice, 1(2), 18.
Mathieson, M. (2006). Improving organisational importance through developing our people. Industrial & Commercial
Training, 25(1/2), 2.
McFadzean, E. (2001). Supporting virtual learning groups. Part 1: a pedagogical perspective. Team Performance
Management: An International Journal, 7(3/4), 9.
Noe, R., & Winkler, C. (2009). Employee Training and Development: For Australia & New Zealand (1st ed.). North Ryde:
McGraw-Hill Australia.
O'Keefe, T. (2002). Organisational learning: a new perspective. Journal of European Industrial Training, 26(2), 11.
Smith, I. (2004). Continuing professional development and workplace learning 6: HRD and organisational learning.
Industrial & Commercial Training, 25(1/2), 3.
Yeo, R. (2002). Linking organisational learning to organisational performance and success: Singapore case studies.
Leadership & Organization Development Journal, 24(2), 15.
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
Very limited
importance of L& D
justification (a very
for the achievement weak argument) of
of org. goals.
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.
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.
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.
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.