Implications Of Cognitive Learning Styles On Training Design Education Essay

Implications Of Cognitive Learning Styles On Training Design Education Essay Cognitive Styles are described as individual differences in modes of organizing and processing information in memory. Often, cognitive styles are described as the link between personality and cognition (Sternberg and Grigorenko, 1997) or a missing piece in understanding self (Riding and Rayner, 1998). Over thirty different style labels are classified into two style families, the Wholist-analytic (WA) and the Verbalizer-Imager (VA) dimensions. These dimensions of cognitive styles are fundamental as they develop early in life and are pervasive as they affect social behavior, decision making and learning behavior (Sadler-Smith and Riding, 2000). The general idea while designing learning materials and trainings is that all individuals learn in a similar manner. Hence learning materials and trainings, while designing, are standardized and fail to accommodate cognitive styles and learning styles in the design process. Moreover, training design methodologies although acknowledge learning styles, but they lack the theoretical and empirical bases to accommodate the important role played by cognitive styles in determining learning performance. The assumption that all individuals learn in a similar manner ignores individual differences in cognitive styles. Streufert and Nogami (1989), and Hayes and Allinson (1994) suggested that one of the causes for differences in performance of individuals across a variety of organizations is the effect of cognitive style. Therefore, the research question the paper attempts to answer is: Cognitive styles play an important role in determining the learning performance of trainees. Hence designers of trainings and learning materials need to accommodate cognitive style in training design methodologies in order to improve the effectiveness of trainings. Research proves that accommodating individual differences in cognitive styles has a beneficial effect on learning performance. The research by Hayes and Allinson (1996) also argues that cognitive style may be an important factor in determining how individuals operate at each stage of the learning cycle. Literature Review Conventional training design methodologies fail to acknowledge the important role played by cognitive style in determining learning performance. Hence, it is necessary to consider the relationship between learning performance, learning strategies and cognitive style. It is also necessary to suggest ways in which human resource development practitioners may accommodate individual differences in style such that the effectiveness of training and development interventions may be improved (Riding and Sadler-Smith, 1997). Kim Buch and Susan Bartley (2002) investigate the relationship between learning style and preference for training delivery mode. The study explores the topic by using the Kolb Learning Style Instrument to measure training delivery mode preference. The results showed a relationship between the two variables depicting that convergers showed a stronger preference for computer-based delivery and assimilators showed a stronger preference for print-based delivery. The results also revealed an overall preference for classroom-based delivery for adults on the study, regardless of their learning styles. The article also discusses the implications of these results for training design and delivery, thereby implicating the importance of learning styles in the design process of trainings. The type of learning style is not significantly effective on the students achievement and learning performance in different learning environments (Yilmaz-Soylu and Akkoyunlu, 2002). The study investigates the effects of learning styles on students achievement and learning performance in different learning environments designed according to principles of Generative Theory of Multimedia Learning. The inferences were made by studying a study group in three different learning environments at different times. The research made use of two different learning instruments including a pre-post test experimental method to identify students achievement score and Kolbs Learning Style Inventory to measure students learning styles. The design and application of distance learning is of central concern to many educators. Research has been conducted from a variety of perspectives in this area. The paper by Yuliang Liu and Dean Ginther (1999) explores ways to adapt the design of distance education to students cognitive styles. The paper provides an overview of the construct of cognitive styles along with the major dimensions and characteristics of cognitive styles. The researchers also present some applications of cognitive styles to the design of distance education. The research by Steven John Simon (2000) indicates that trainees whose learning style matches training methodology are more successful in training outcomes, have higher computing satisfaction, and have higher levels of computer use. The study examines the relationship of learning style and training method to computer satisfaction and computer use. The researcher uses structural equation modeling to examine and understand the results of a field experiment to determine the optimum method of training beginner computer users, and to assess the role of learning styles in computing system training. Trainees learning style was determined using Kolbs Learning Styles Inventory. The study by John Hayes and Christopher W. Allinson (1997) reviews the research on the interaction effect of learning style and the learning style orientation of the learning environment on learning outcomes, and discusses how the findings from educational research can improve training and development practice. The paper attempts to indicate the effect of cognitive learning styles on training and development practice and discusses the need for more research in work settings and the dearth of valid and reliable measures of cognitive learning style. The presence of a valid and reliable measure of cognitive learning style can be easily administered to employees and is considered as a factor which may have inhibited research in this area. Additionally, the advantages and disadvantages of a number of measures that could be used in work settings are also discussed in the paper. Christopher W. Allinson and Lucinda Willis (2010) examine the range of business learning styles in a population consistency of American and international business students. The research uses the Productivity Environmental Preference Survey to determine learning styles in both working and learning environments. Research findings indicate that learning styles are uniquely related to geographic locations. Research suggests that individuals differ in the way they process information due to their learner characteristics. It also suggests the presence of 11 dimensions of learner characteristics. Lynna J. Ausburn and Floyd B. Ausburn (1978) use a fresh approach to instructional design and emphasize the importance of cognitive style as a learner characteristic. Noting that cognitive styles are stable, resistant to change by training and bear little relation to general ability, the authors advocate assisting the learner whose information processing pattern is not compatible with the task to be learned by involving explicit alteration of the task requirement with which the learner is having difficulty. Therefore, the study proposes to design the training so as to accommodate learning styles by a three-step instructional design plan with which to move beyond individual instruction to individualized instruction. Such a plan would allow for differences in learners to not result in differences i n learning. In order to optimize individual performance, managers and human resource practitioners have a crucial role to play and a number of human resource interventions are required to facilitate a versatility of style at both the individual and the organizational levels (Sadler-Smith and Beryl Badgera, 1998). The research describes cognitive style as an important determinant of individual behavior and considers it imperative to organizational learning and the innovation process. The researchers argue that it is a fundamental determinant of individual and organizational behavior and manifests itself in individual workplace actions and in organizational systems, processes and routines. The paper presents a number of propositions which raise some implications for research into cognitive styles and its impact upon innovation and organizational learning and training. The study by Eugene Sadler-Smith (1996) argues that learning style along with learning preferences and cognitive styles may be included under the term personal style. The paper reviews each aspect of the personal style framework and considers its relationship to learning performance at the reaction, learning, behavior and results level. It also describes the instruments which may be used for profiling personal style and suggests that personal style profiling is of value to human resource development practitioners as it may help them identify their own styles, become aware of any bias or imbalance in the training and learning methods which they employ and design and develop learning events which accommodate or acknowledge the personal styles of the learners. Eugene Sadler-Smith (1996) explores ways in which individual differences between learners regarding their cognitive styles (Riding, 1991) and experiential learning model (Kolb, 1984 and Honey and Mumford, 1986, 1992) may be accommodated while designing self-instructional learning materials. The study provides suggestions to develop balanced instructional materials that acknowledge each stage of the learning cycle and individual differences between learners in terms of verbalizer-imager (VI) and wholist-analytical (WA) dimensions of cognitive style. It also reviews the learning cycle, the associated learning styles (Kolb, 1984; Honey and Mumford, 1986, 1992) and the verbalizer-imager/wholist-analytical model of cognitive style (Riding, 1991) to make suggestions. The research argues that the learning cycle notions suggested by Kolb and Honey and Mumford and the cognitive style model by Riding may provide useful guidelines for accommodating individual differences between learners while designing self-instructional materials which may enable; learning difficulties to be anticipated and addressed, the effectiveness and efficiency of self-instruction to be improved, learners to become aware of the learning process enabling them to be self-reliant and autonomous, and learners and designers to adopt a whole-brain approach. Implications of cognitive style for management practice especially while designing and delivering trainings is studied by John Hayes and Christopher W. Allinson (1994). The paper identifies some important dimensions of cognitive style, addresses semantic issues associated with the nature of cognitive style and examines ways in which styles can be classified. Research regarding learning styles is emerging from a variety of disciplines and is conducted in domains outside psychology from which many of the central concepts and theories originate. These domains primarily include medical and health care training, management, industry, vocational training and education. Moreover, the applications of these concepts are very broad due to the importance of learning in every field and to every aspect of life. However, the topic has become fragmented and disparate due to the varied aims of the research and the diversity of disciplines and domains in which the research is conducted. Therefore, this has rendered the topic to be complex and difficult to comprehend and assimilate. Hence, it is necessary to present an account of the central themes and issues surrounding learning styles and to consider the instruments available for the measurement of style. The paper by Simon Cassidy (2004) reviews the theories, models and measures related to learning sty les. The study attempts to clarify common areas of ambiguity in particular issues surrounding measurement and appropriate instruments. It also aims to bring together necessary components of the area so as to allow for a broader appreciation of learning styles and to inform readers regarding possible tools for measurement of learning styles. The paper anticipates promoting research in the field by making it more accessible to new practitioners and researchers and by developing a greater appreciation for the area across disciplines. The paper by Samuel Messick (1984) examines characteristic features of cognitive styles and the ways in which learning styles differ from one another. These distinctive characteristics are integrated to form a framework that serves to define cognitive styles in contrast not only to abilities but to other types of stylistic variables. The paper also discusses implications of cognitive styles in terms of improving instructional methods, enriching teacher behavior and conceptions, enhancing student learning and thinking strategies, expanding guidance and vocational decision making, broadening educational goals and outcomes and tuning the stylistic demands of educational environments. The author also addresses the reasons why cognitive styles have educational impact and why such educational benefits are difficult to realize. The study by Eugene Sadler-Smith (2001) explores the construct validity of learning style as defined in the Learning Styles Inventory (LSI) and its relationship with cognitive styles as measured by using the Cognitive Styles Analysis (CSA) by R. Riding (1994). The study also examines the relationship between styles and learning preferences and suggests that the LSI assesses two dimensions as defined by Kolb (comprehension and transformation) and that the learning style and cognitive styles are independent and the relationship between style and preference is mediated by gender. Adrian Furnham (1991) reports three studies concerned with personality correlates of learning styles. The Eyesenckian dimensions of Extraversion, Neuroticism, Psychoticism and Lie correlated with three different measures of learning style; the Honey and Mumford (1982) Learning Style Questionnaire (LSQ), the Whetten and Cameron (1984) Cognitive Style Instrument (CSI); and the Kolb Learning Style Inventory (LSI). Personality measures, especially extraversion and psychoticism were strongly correlated with learning/cognitive styles in each case. The study also discusses the implications for assessing learning and cognitive styles in terms of the incremental validity of using learning style instruments. The effect of text-plus-text versus text-plus-picture computer presentation conditions and the students cognitive styles on the learning performance is investigated in the paper by R. Riding and G. Douglas (1993). For the study, fifty nine 15-16 year old students in a secondary school were randomly assigned within sexes to one of the conditions. In the text-plus-text condition, the learning material content described the working of car brake systems while the text-plus-picture condition consisted of text with additional pictorial information. The students were given a post-test overall learning performance along with the Cognitive Styles Analysis (CSA) (Riding, 1991) which measures an individuals position on two cognitive style dimensions; Verbal-Imagery and Wholist-Analytic. The study concluded that the Verbal-Imagery cognitive style and presentation condition interacted in their effect on overall learning performance. In the text-plus-picture condition, Imagers were superior to Ver balizers, while in the text-plus-text condition the Verbalizers did better than Imagers. The authors also observed that Imagers used more diagrams to illustrate their answers than Verbalizers. The study also discusses the results in terms of their implications for instruction. Elizabeth R. Peterson, Ian J. Deary and Elizabeth J. Austin (2003) assess and examine the reliability of Ridings Cognitive Styles Analysis test (CSA) by comparing the performance on the original CSA test and a new parallel version. Both test versions were completed twice by 50 participants, however, the second time the test was completed approximately a week later. The reliability of the test was measured using parallel forms, test-re-test and split half analysis. Correlations of the Verbal-Imagery (VI) and Wholist-analytic (WA) ratios from both test versions were low. However, when the CSA and parallel form data were combined, the split-half analysis of the Wholist-Analytic (WA) style ratio was stable but the Verbal-Imagery (VI) style ratio remained unreliable. Management education and development practitioners should recognize that individuals learning preferences are likely to vary as a result of cognitive style and that this diversity should be acknowledged and accommodated by practitioners through the use of a variety of instructional methods. Researchers also argue that management education and development will benefit from adopting a variety of modes of presentation which will enable individuals to process information in their habitual modes (i.e. visual or verbal) and using instructional devices (overviews, summaries and different types of advance organizers) which compensate for the weaknesses of individuals habitual modes of organizing and structuring information in memory. In order to encourage self-awareness and hence facilitate learning and strategy development, management education and development practitioners should use the notion of style and its assessment. Therefore, it is now imperative to fully utilize the notion of styl e in the education and development of managers in the 21st century. The study by Eugene Sadler-Smith and Richard Riding (2000) aims to consider the implications of the Wholist-Analytic (WA) and Verbalizer-Imager (VI) dimensions of cognitive style for management education and development. The study presents and examines that at a practical level, the style may exert an influence over learning behavior in a number of ways; by interacting with the mode or structure of the presentation of information; by influencing an individuals propensity to engage in particular types of learning behavior (learning preferences) or through using an awareness of individuals personal styles as a basis for meta-cognitive awareness (learning strategy development). The paper by Eugene Sadler-Smith and Peter J. Smith (2004) presents strategies for accommodating individuals styles and preferences in flexible learning programs. The paper argues that considerable growth and development has taken place in the use of flexible methods of delivery for workplace learning and development. However, while designing programs for flexible learning, the designers often assume that learners exhibit uniformity in their ability to process and organize information (cognitive style), in their tendency towards particular learning formats and media (instructional preferences) and the conscious actions that learners employ to deal with the demands of specific learning situations (learning strategies). Due to such assumptions, the designers of learning materials and trainings may risk ignoring important aspects of individual differences in styles, preferences and strategies. The paper aims to consider some aspects of individual difference that are significant to the d elivery of flexible learning in the workplace, identify some of the challenges that may raise for instructional designers and learning facilitators based on differences in styles and preferences between individuals and suggest ways to accommodate and acknowledge individual differences in styles and preferences in the models of flexible learning design and delivery through the use of a range of instructional design, learning and support strategies. The paper by Pat Burke Guild (2001) examines the effects of diversity, learning styles and culture on the learning performance of learners. The author argues that educators do not believe that all learners learn in the same manner, yet, educators throughout the world continue to treat all learners alike while acknowledging diversity. Educators, today, are aware that students learn in different ways. Theories and extensive research illustrate learning differences among individuals. Learners bring their own individual approach, talents and interests to the learning situation in terms of learning styles, cognitive styles or multiple intelligences. Moreover, individual learners culture, family background and socioeconomic level also affect the learning process. Hence, these theories and principles have an important effect on the opportunities for success for every student in schools. The paper by Teng Pei-Shan, DengchuanCai and Yao-Jen Fan (2009) investigates the relationship between design thinking and design performance in different types of cognition. Designers have the responsibility to understand and care about users cognitive habit to distinguish the difference between thinking and performance in different cognitive styles. The study uses the Cognitive Style Index (CSI) and classifies it into two groups; Analysis and Intuition. The research uses experience and questionnaire methods to test two groups with different cognitive styles, to show the difference of design process performance in thinking and sketch ability while executing the same mission. The study uses 134 design major students. The primary results of the study concluded for the design process that; people in intuition group prefer image thinking and those in analysis group prefer word thinking; people in intuition group have better performance than those in an analysis group. Finally, cognitive style can be applied to design education and work such that educators respect the learning modes of different users and utilize proper ways to gain better learning performance. The paper by James B. Wells, Benjamin H. Layne and Derek Allen (1991) examines the appropriateness and applicability of multimedia instructional strategy in the management development training. The paper also reveals significant differences in the learning styles of supervisors, middle managers and upper managers. It also provides some reasons for the existence of learning style differences and suggests training media and instructional strategies most suited for the dominant learning style of each level of management. The study presents various methodologies and media approaches that can be planned to meet the needs of the training participants. The paper by John Hayes and Christopher W. Allinson (1998) reviews the implications of cognitive styles on the theory and practice of individual and collective learning in organizations. The study evaluates and asses aspects of two contrasting literatures from adjacent fields of individual and organizational learning. The study focuses on the extent to which the individual level construct of cognitive style can be applied covertly to aid understanding at the organizational as well as at the individual level. The paper identifies nine categories of intervention and also focuses on ways in which consideration of cognitive style can improve the effectiveness of interventions designed to improve individual and organizational performance. The paper by David Cook (2005) studies the effects of learning and cognitive styles in web-based learning and presents application of cognitive and learning styles in web-based learning. Web-based learning can reach large, heterogeneous audiences and adaptation to cognitive and learning styles increases its effectiveness. The study uses cognitive and learning style constructs to predict relationships between cognitive and learning styles and the web-based learning. The study suggests that teachers and educators develop web-based learning activities that consider assessing and adapting to accommodate learners defined by the Wholist-Analytic (WA) and active reflective constructs.

CIPD Assignment Submission Declaration Essay

Candidate declaration: I confirm that the work/evidence presented for assessment is my own unaided work. I have read the assessment regulations and understand that if I am found to have ‘copied’ from published work without acknowledgement, or from other candidate’s work, this may be regarded as plagiarism which is an offence against the assessment regulations and leads to failure in the relevant unit  and formal disciplinary action. I confirm that 75% of this submission comprises my own written work, in my own words. I declare that the word count limit includes all aspects of my written submission. I agree that title/contents page, references/bibliography are the only part of the submission that do not form part of the word-count’ I also agree that if my assessment is +/ – 10% of the word count the assessment will returned with the appropriate advice to reduce/ increase the word count, which may delay assessment feedback following the submission. I agree to this work being subjected to scrutiny by textual analysis software if required. I understand that my work may be used for future academic/quality assurance purposes in accordance with the provisions of the Data Protection Act 1998. I understand that the work/evidence submitted for assessment may not be returned to me and that I have retained a copy for my records. I understand that until such time as the assessment grade has been ratified through internal and external quality assurance processes it is not final. Name: (typed) Lucianne Powell Date: 1/12/14 1. Explain at least 2 purposes of performance management and its relationship to business objectives One purpose of performance management is to enhance and maintain a high level of individual and employee performance so an organisation can perform at its best. It is essential that employees are  appropriately managed so they can work to their full potential and understand what is expected of them. Another purpose of performance management is to motivate and engage employees. Employees’ should feel involved with this process by contributing to the organisations future direction and path. The more involved employees are means the more motivated employees will be to want to develop themselves within their roles. The benefit of motivating and engaging staff is that this will increase commitment to the organisation and decrease retention. In conclusion to these two purposes, if all employees are kept motivated and encouraged to work to their best abilities, it will result in individuals meeting their targets and sharing aims that are aligned to the overall business objectives. 2. Identify three components of performance management systems 1) Performance appraisal – The purpose of the appraisal is to review performance over a fixed period of time and discuss future development. This should be a two way discussion and should not involve any surprises to the employee. 2) Delivering feedback – Feedback is a vital part of a performance management system. It is important that an employee is given appropriate feedback that is open and transparent as this will identify part of the employees’ future development and training needs. Positive feedback should also be told to the employee as a way of recognising their good performance and keeping the employee motivated. 3) Managing under performance – Employees that are under performing need to be managed in an effective way so they can clearly understand what they need to improve on in a certain period of time. This can be done by setting clear objectives and communicating a deadline that the objectives need to be met at. These objectives should both be mutually agreed by both parties. 3. Explain the relationship between motivation and performance management, referring to at least two motivational theories. Motivation and performance management are very closely linked within an organisation. Motivation is established by the setting of incentives. We are all motivated from believing that if we take on certain behaviours, a reward will follow after. The more motivated and incentivised an individual is, the more likely they are to take a discretionary effect in their work by going above and beyond what is already expected of them. These extra efforts would certainly have a  positive impact on the revenue, retention and status of an organisation. One theorist that supports this belief is Vroom. Vroom’s expectancy theory assumes that an individual will decide to behave or act in a certain way as it will lead them to a desired outcome of what they are wanting. According to Vroom, an individual’s level of motivation depends on the three following beliefs: Expectancy is the perception on if we put more of an effort in our work; it will lead to increased performance. An employee must be confident that their efforts will result in better productivity and they have the ability to perform their work tasks well. Instrumentality is the belief that our actions will lead to a desired outcome. An employee must be confident that such increased performance with result in them achieving the desired reward or outcome. Valence is how much the individual values the expected outcome. For example, if someone is mainly motivated by money, they may not value the benefits of additional time off. Each individual will have different motivations at different points in time. A successful organisation needs to take into consideration the different motivational factors for each of its employees so that they can develop, increase and maintain motivation. Whilst remuneration and promotion are very obvious motivations, we also know that employees are motivated by other intangible factors such as having a feeling of belonging and personal growth. Abraham Maslow discovered a great way of structuring the motivation at different points in time. Maslow believed that individuals are motivated by their needs and when one need is fulfilled, an individual will strive to fulfil the next one. Maslow created a ‘hierarchy of needs’ pyramid. Maslow believed that if the deficiency needs aren’t fulfilled, individuals will not be able to move up to the more complex growth needs and therefore this will have an effect on their development. Maslow’s theory can be applied in the workplace but it is the manager’s responsibility to effectively identify each of its employees needs and know when they have fulfilled each one. For example, safety needs could mean a safe working condition to reduce stress and anxiety for an emplo yee. 4. Identify two purposes of reward within a performance management system. One purpose of reward within a performance management system is to attract and retain good employers. Low turnover and employee retention bring  benefits to an employer as it spends less time hiring and training new workers. Competiveness between organisations in the job market is always increasing so any organisation that develops a reputation as ‘cheap’ is unlikely to be desirable as potential employees will assume it does not reward effort fairly. Another purpose of reward within a performance management system is to motivate employees to be flexible and perform to the fullest extent of their capabilities. Although motivation has to come from within, reward can be used to encourage employees to go above and beyond in their roles. Reward can only motivate employees if the reward is attractive to the employee and the employee knows that the level of performance is achievable to them. 5. Describe at least 3 components of a reward system, 1 of which should be non-financial. A reward system is built up of the financial and non-financial components that are provided to employees in exchange for their time, talents, and efforts. Financial rewards are all rewards that have a monetary value and will add up to the total remuneration of an employee. Non-financial rewards are those which focus on the physiological needs employees have such as appreciation, influence and personal growth. Three key components of a reward system are; Recognition is awarding the employees who go above and beyond in their roles and behave in a way that is in line with the organisations business strategy. This will increase employee satisfaction by making employees feel more appreciated and invested in. Some examples of these rewards in the workplace are employee of the year awards, appreciation luncheons, long service awards and recognition programmes. Benefits – A benefits package is provided in addition to an employee’s total remuneration and form part of the total rewards package. These additional elements can include a pension, sick pay, private healthcare, life assurance, childcare vouchers and annual leave. An organisation should carefully consider and maintain what benefits it is going to have as each employee will have difference needs and circumstances. Developmental opportunities – A manager should acknowledge its employees’ developmental areas and should therefore offer the employee ways of ma stering that area. Some examples of learning opportunities within  workplaces are coaching, mentoring, on the job training and attending courses or seminars. 6. Explain the factors that should be considered with managing good and poor performance. Managing performance should be a continuous process that aims to improve an individual/organisational performance. It is a way of measuring what an employee contributes to the goals of their teams and the business as a whole. When managing performance we must consider the following factors; Employees must be able to understand their objectives and know what they need to do in order to meet them. Objectives are usually agreed at the start of a year so the individual can start the year knowing what they need to achieve and can then be reviewed at the end of the year. Agreeing the objectives should be a two way discussion between the line manager and employee. An effective objective should be achievable but challenging, it should be relevant to the department and business, should be easily measurable and it should have a timeframe of when it needs to be achieved. It is important that an employee re ceives regular feedback when it comes to managing performance. Feedback needs to be given to employees so they can understand how they are progressing and what they need to improve on. Feedback shouldn’t have any mix messages. If improvements need to be made to an employees’ performance, the constructive feedback should be given in a timely and effective manner so the employee can soon think of solutions. It is important to focus on the resources that the employee uses within their role as this could be having an effect on their performance. A manager should listen and address any issues that an employee may have but the manager needs to be sure that these issues are genuine as employees’ can often blame external sources before admitting their own fault. When managing poor performance, a manager should identify what is causing the employee to underperform; they should do this by addressing the underperformance with the employee in one to one meetings. Managers need to be trained in handling difficult conversations and need to feel confident in handling any sensitive conversations. It is important that a manager provides the relevant support as it will help the underperforming employee understand the opportunities for improving their performance and taking the necessary action. Organisations often manage poor performance formally through a performance improvement plan (PIP). The PIP should be closely monitored and should set out the following; The performance problem The timescale for achieving this improvement A review date Specify possible consequences if performance standards are not met Any training that the employer will provide to assist the employee. 7. Describe at least 2 items of data, including 1 external to the organisation. There are many integral documents to a performance review. Documentation helps to structure a performance review and give clear guidelines of what needs to be covered during the meeting. An item of data that can be used internally is a self-appraisal. A self-appraisal forms part of an employees’ performance review. The self-appraisal influences an individual to reflect on their performance and as a result they are more aware of their behaviour and actions which have had a consequence on their performance. The self-appraisal should give examples of what the employee believe they have done well in the past year and what they think they can improve on in the future. A manager and employee will use the self-appraisal to form the basis of discussion during the meeting. A job description can be used as a way of measuring performance as the description provides a useful guide as to what is expected of an employee. The job description can cover the core competencies that the employee is required to be fulfilling. Visualising these competencies will help a line manager to determine how an employee is performing and what their developmental needs are. An external form of data that can be used is gathering external feedback. This is a process when an employee will ask its customers for feedback usually through use of a questionnaire. This can help determine whether an employee is meeting their objectives. The benefit of gathering external feedback is that it takes into consideration other people’s views and therefore is viewed to be more objective and valid. The disadvantage of external feedback is it can be very costly and has over-reliance on technology. 8. Explain the frequency, purpose and process of performance review. Performance reviews usu ally take place twice a year in the form of a mid-year review and then an annual review which would take place at the end of a financial year. The purpose of a performance review is to provide employees’ with feedback on their performance The review should take place in a private and comfortable room away from any disruptions. The line manager should start the meeting off by explaining its purpose and what they will be discussing. The line manager would usually open up discussion by asking how the employee has felt the past 6 months or year has gone for them and discuss if the employee has effectively met their objectives. If an employee has completed a self-appraisal before the meeting, this can also form the basis for a discussion. It’s important to talk about any developmental areas for the employee and suggest ways on how this could be tackled. Managers should discuss any feedback that had been gathered on the employee and it’s important to discuss any developmental areas for the employee with suggestive ways on how this can be tackled. If there had been regular catch ups, the employee should have an idea of how the year has gone and therefore, nothing should come as a big surprise. Managers should encourage employees’ to suggest their own objectives for the coming year and any plans that are agreed should be noted on the appraisal form. An organisation with performance related pay would have a rating scale which shows the level of performance an employee has reached. The employee should be told of their decided rating in their review with what their salary increase and bonus payment will be. CHRP/CLDP ASSESSMENT Supporting Good Practice in Performance and Reward Management (3PRM) Ref No F306A – Version 2 June 2012 Student name: CRITERIA MET/ NOT YET MET COMMENTS LO1: Be able to explain the link between organisational success, performance management and motivation (Activity 1) 1 Describe the purpose of performance management and its relationship to business objectives. 2 Explain the components of performance management systems 3 Explain the relationship between motivation and performance management LO2: Be able to explain the relationship between performance management and reward (Activity 1) 1 Explain the purpose of reward within a performance management system 2.2 Identify and explain the components of an effective total reward system LO3: Be able to contribute to effective performance and reward management in the workplace (Activity 1) 3.1 Identify and explain the factors that need to be considered when managing performance. 3.2 Describe the data required by individuals involved in performance and reward management processes. LO4: Be able to conduct and reflect upon a performance review (Activities 1 & 2) 4.1 Explain the frequency, purpose and process of performance review. 4.2 Conduct a performance review meeting. 4.3 Reflect on the outcomes of the performance review ASSESSMENT OUTCOME Students should please note that the above Assessment Outcome for this Unit is provisional and is subject to Internal Acacia Learning verification (IV) and external CIPD Verification (EV). Tutor’s signature Date BOTOX UK LTD PERFORMANCE REVIEW FORM Date of Review: 11 November 2014 Period Covered: 1 May 2014 – 1 November 2014 Name of Manager: Lucianne Powell Name of employee: Becki Thomas Job Role of Employee: Sales Consultant 1. Summary of discussion on performance over the last six months Becki and I discussed the areas of her job that she has performed well in the last 6 months and the areas of her job that she would like to develop and improve on. Becki has mainly felt that the last 6 months could have been better for her in regards to her sales targets but we have discussed the ways in which this can be overcome and Becki is very motivated in doing anything she can to increase her sales so I have every faith in her that she will. 2. The quality of the work provided, recording areas that have gone well and those where improvement is required Becki has shown herself to be a great team player which is one of the main attributes to becoming successful here at Botox. Becki always actively contributes to and supports her team and the team find Becki great to work with. Customers have given very positive feedback on Becki to say that they have all found her very pleasant on the phone and can fully trust that she will complete a task that she is given which is brilliant. Becki’s sales targets have dipped in the last 6 months and this has been very concerning for the Management team. As time goes on, Becki will need to continue to build up relationships with different clients and this will increase her sales. 3. Record performance against targets set and in those cases where they have not been met, record the reasons given and your views on these Objective 1) Increase number of sales by 50% over the next 6 months. Becki has not met this objective but we have discussed the reasons why she has not met this. Becki has been going through a difficult time at home the last few months and this has been affecting her work. I have agreed that this can be an on-going objective for Becki and we will have regular catch ups to discuss if Becki’s sales targets are increasing. Objective 2) Build up client relationships by attending more networking opportunities. Becki has met this objective by successfully attending the networking events and I have witnessed her actively socialising to potential clients. This is an excellent opportunity for Becki to gain more sales in the coming future. 4. Outline agreed actions to overcome any shortfall against targets including such factors as training and development needs, equipment needs or medical support Actions by line manager: Actions by employee: To arrange a temporary change to Becki’s hours of work and regularly meet with Becki to discuss if the working arrangement is working and agree on a date for the Becki to go back to her full time hours. Once Becki’s hours are temporarily changed, she will need to make it to work on time every day and start to increase her sales. To arrange for Becki to go on a sales course and request her feedback on the course. To attend the sales course. This should hopefully get Becki back into the swing of selling. 5. Indicate whether a performance related bonus should be made at current rates. (In circumstances where the full target has not been met a case must be made before any partial bonus payment can be paid, with reasons provided for that recommendation) I have taken into consideration that Becki has been through a difficult time recently at home and I know that when focussed Becki is fully capable of reaching the desired sales targets so I have agreed to award Becki with a bonus of  £500. I hope that once her childcare is in place, she can then become more focussed on increasing her sales. Signed: Employee: Becki Thomas Date: 11 November 2014 Line Manager: Lucianne Powell Date: 11 November 2014 OBSERVATION RECORD – 3PRM Candidate’s name: Lucianne Powell Observation Assessment: PASS Unit 3PRM – Learning Outcome No 4: Be able to conduct and reflect upon a performance review. Skills required Assessor feedback – to be completed by the assessor with notes to support the decision Identify purpose Informative account given to Becki at the start of the meeting re its purpose and what you planned to cover during the course of the discussion Plan meeting: 6. aims and objectives 7. questions 8. roles/resources 9. structure. Your supporting notes demonstrated that you had spent some time preparing for the meeting and it followed a logical path. Key elements of a review meeting were addressed e.g. reviewing performance, setting objectives and bonus payment considerations, Prepare suitable environment. Used the table and sat side by side to each other/the table. Both parties appeared comfortable with this arrangement Open meeting appropriately: introductions aims and objectives. A little bit ‘programmed /scripted’ at first with an over-reliance on your  notes, but once you settled into the role and nerves were dispelled your discussion became much more natural. You let Becki know the format of the meeting and that notes would be taken and that she would be able to see them – good. Establish rapport and put candidate at ease. Your personable style and empathetic manner helped to establish a rapport and relax the interviewee. Plenty of ‘positive strokes’ telling her how much she was valued as an employee and giving her the positive feedback received from her colleagues /customers all helped to make for congenial discussion and for her to feel supported – good Use appropriate questioning techniques: open questions clarifying. Open questions were used to encourage Becki to talk and reflect – I particularly liked your question asking for her thoughts on where she had performed well – this helped to ensure the discussion did not just focus on her immediate personal problems – well done! Control meeting without dominating. You adopted the ‘manager’ role by setting the scene, keeping the meeting focused and controlling its structure but this was all done in a collaborative and non-threatening manner. Communicate (listening and speaking) effectively with candidate, using appropriate body language. Good listening skills evidenced, lots of head nodding, eye contact made to encourage Becki to talk and to show you were interested; your body posture was open and non-threatening. You gave lots of motivational and supportive comments which certainly helped to show Becki that she was appreciated and supported. Very helpful and willing to meet her needs although in the real world, a line manager may not be so accommodating! Invite, and deal with, candidate questions. Invited Becki to ask questions and self-reflect – responded to these thoughtfully and constructively Identify any development needs and actions. Learning and development needs were touched upon but not explored fully – a more detailed discussion would need to take place regarding the ‘sales course’ and her longer term career ambitions once she was ‘back on track’. Advise asking the reviewee if they had any objectives to bring to the table before outlining yours! Conclusion and summary A clear account given of actions going forward and kindly informed that she would get  £500 bonus even though sales had dipped – nice touch! Conduct meeting within legal and ethical requirements. Legal and ethical considerations were duly adhered to. Advise to take notes during the meeting – doubt you would not remember all the key points without them!

Advertising and the End of This World - 799 Words

â€Å"...this generation has a unique responsibility in human history. It is literally up to this generation to save the world, to make the changes we need to make,† said Sut Jhally, known for his analysis on the role played by advertising and popular culture in the processes of social control and identity construction. After watching his documentary, Advertising and the End of the World, I completely believe in what he saying. The way he gave examples and facts about his arguments on how we become happy, what society is, and how far into the future can we think, was amazing. He was very persuasive and made me realize the gravity of the situation that the Earth is in and how we are the cause of it. Abraham Lincoln once said, â€Å"Most folks are as happy as they make up their minds to be.† People believe that goods and materialistic objects will bring them happiness. We think that because we have access to these material objects that they will make us happy. 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How to Make Bubbles That Dont Pop

If youre tired of bubbles that pop as soon as you blow them, try this recipe for unbreakable bubbles! Now, its still possible to break these bubbles, but they are much stronger than regular soap bubbles. Examples of bubbles that truly wont pop include plastic bubbles, which are essentially small balloons. This recipe makes bubbles using a sugar polymer to accomplish much the same result. Unbreakable Bubble Recipe 3 cups of water1 cup liquid dishwashing detergent (Joy is a good choice)1/2 cup white corn syrup Simply stir the ingredients together to make the bubble solution. You can use dark corn syrup just as easily as white corn syrup, but the solution will be colored. Also, you can add food coloring or glow paint to color the bubbles. You can substitute another type of sticky syrup. Expect changes in color and odor. Heres another easy bubble recipe: 3 cups water1 cup dishwashing liquid1/2 cup glycerin Getting the Biggest, Strongest Bubbles If you blow bubbles and they dont seem strong enough, you can add more glycerin and/or corn syrup. The best amount of glycerin or corn syrup depends on the dish soap you use, so the recipe is a starting point. Feel free to adjust the ingredient measurements. If you use ultra dishwashing liquid, youll probably need to add more syrup or glycerin. If you are having trouble getting big bubbles, you might want to use distilled water rather than tap water. Also, bubble recipes benefit from sitting for several hours or overnight before use. Glowing Bubbles If you break open a yellow highlighter and allow the ink to soak into the water, the resulting bubble solution and bubbles will glow under a black light. Another option is to use tonic water in place of regular water. The tonic water bubbles will glow pale blue under a black light. For brighter glowing bubbles, you can add glow pigment to the bubble mixture. However, the pigment becomes suspended in the solution rather dissolves, so the bubbles wont last as long or get as large. Coloring Bubbles Bubbles consist of a thin liquid film over a gas (air). Because the liquid layer is so thin, its hard to color bubbles. You can add food coloring or dye, but dont expect the color to be really noticeable. Also, the pigment molecules are large and will weaken the bubbles so they wont be as big or last as long. Its possible to color bubbles, but you may not like the results. Your best bet is to substitute a water-based dye in place of water in the bubble recipe. Blow colored bubbles outdoors because they will stain surfaces and clothing. Bubble Clean Up As you might guess, bubbles made using corn syrup  are sticky. They will clean up with warm water, but its best to blow bubbles outdoors or in a bathroom or kitchen so you wont have to un-stick your carpet or upholstery. The bubbles wash out of clothing.