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Monitor professional publications and general business and news publications in order to stay current with changes in the external environment.
Assessment Strategies
Reporting on news-worthy items in oral reports in class
Synthesizing news-worthy items in short written reports
Criteria
The student presents a complete oral report about a news-worthy item identifying the main idea.
The student describes how that main idea applies to the general field of Business or the specific Human Resource profession.
In written reports, the student properly cites the source of the information.
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Identify key attributes of adult learners.
Assessment Strategies
Engaging in a classroom discussion about research on adults as learners.
Conducting interviews with two adult learners about a recent learning experience
Reporting findings about adult learners in a short paper
Orally sharing findings about adult learners in a roundtable classroom discussion
Criteria
The student presents a short paper that demonstrates writing and organizing skills
The student describes, orally and in writing, key attributes of adult learners compared to children
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Identify characteristics of a performance problem that requires training.
Assessment Strategies
The student will complete an exam that tests skill in analysis of a performance problem
The student will orally describe one or more potential training options that respond to the performance problem
Criteria
The student demonstrates the use of an analysis tool in determining whether a performance problem requires training or another solution
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Identify characteristics of a performance problem that does not require training.
Assessment Strategies
The student will complete an exam that tests skill in analysis of a performance problem
The student will orally describe one or more potential management actions that respond to the performance problem
Criteria
The student demonstrates the use of an analysis tool in determining whether a performance problem requires a solution other than training
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Prepare and present a demonstration of how to do something.
Assessment Strategies
Planning the demonstration as a classroom presentation
Presenting a demonstration in a logical step-by-step manner
Engaging the audience to follow the demonstration
Criteria
Audience members can identify the main ideas of the demonstration
Audience members, with reference materials, can replicate the demonstration
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Design a job aid and demonstrate its use.
Assessment Strategies
Designing a job aid (such as a checklist) for a skill that is being taught
Planning the demonstration of the job aid as a classroom presentation
Presenting the use of the job aid in a logical step-by-step manner
Engaging the audience to practice using the job aid during the demonstration
Criteria
Audience members can recognize the value of the job aid and are motivated to use it
Audience members can use the job aid outside of the classroom setting
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Prepare and present information using PowerPoint slides.
Assessment Strategies
Planning the presentation for a classroom setting
Presenting the information in a class presentation
Monitoring audience reaction to adjust presentation as necessary
Criteria
The PowerPoint slides are unified in format
The PowerPoint slides are presented as "headlines" that require speaker amplification for understanding
The oral presentation and the visual slides move together in sync
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Working in a group, prepare and present an excerpt from a company orientation program for new employees.
Assessment Strategies
Identifying a company to illustrate information that is presented in a typical orientation program for new employees
Planning the presentation with the group outside of class
Sharing responsibilities for the presenting the information
Monitoring audience reaction to adjust presentation as necessary
Using PowerPoint slides is an option
Criteria
The information is presented in a clear, logical sequence
Responsibilities are shared equally as members of the group use the same amount of time in making their presentations.
The audience, placing themselves in a frame of mind as new employees, responds positively to the message
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Design two different evaluation instruments (reaction form and test).
Assessment Strategies
Designing a reaction form to be completed by class members after the presentation of the orientation program
Designing a test to be completed by class members after the presentation of the orientation program
Analyzing responses to make improvements in subsequent orientation training programs
Criteria
The reaction form contains statements about the audience's reaction to the orientation program
The reaction form uses a five-point scale for each statement
The test contains True/False and Multiple Choice questions about key content of the orientation program.
The student summarizes a set of changes to make to improve the orientation program