Con-Position Topic & Proposal

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Required Resources
Read/review the following resources for this activity:

  • Textbook: Chapter 5, 13
  • Lesson
  • Link (Word doc): Con-Position Proposal TemplatePreview the document
  • Minimum of 3 new articles (academic or credible online sources different from Weeks 1 & 2 articles)

Apply the following writing resources to your posts:

  • Link (library article): Counterpoint: Vaccines: Caution Advised (Links to an external site.) (This is a sample con article. This link will take you to an overview of vaccines. Click on the title under Related Items in this overview area to access the article.)
  • Link (multimedia presentation): Citing References in Text (Links to an external site.)
  • Link (website): APA Citation and Writing (Links to an external site.)

Instructions
For this assignment, you will select a topic different from the pro topic you worked on in Weeks 1-2. Conduct research on the topic and locate articles that takes a clear con position.

Next, develop a con-position proposal for this new topic. The goal of the proposal is to create a working thesis statement and basic research plan that considers context, audience, purpose, and presents potential sources. A proposal is not an outline, as it does not structure the paper. Rather, a proposal offers direction for research needs and gives your professor an opportunity to provide feedback before the drafting process.

Access the Con-Position Proposal Template and complete the six required sections:

  • Subject
  • Research Question
  • Claim
  • Research Plan
  • Synthesis Matrix (Add the 3 con sources.)
  • Reference Page

For an example proposal, refer to pages 269-270 of our textbook.

Writing Requirements (APA format)

  • Length: 1 to 1.5 pages (not including title page & reference page)
  • 1-inch margins
  • Double spaced
  • 12-point Times New Roman font
  • Title page & Reference Page
  • Reference page (3 articles)

Training and development Case Wk 2

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Case study:

Many years ago I was a Corporate Trainer in a large organization and defining the business needs was the toughest part of the training process. Many times this required a meeting with the trainer and the business department leadership to complete a needs analysis. One of my favorite projects was the Document Manager Project.

Here is a quick real life example:

The Application Analyst (AA) department manager, Lori Williams, called the training department and asked to sit down and discuss the new product they were rolling out to all the company’s AAs, worldwide, and what training could be offered starting on August 11 and ongoing as they were looking to roll out Document Manager on October 2. This product would affect 2500 people.

Lori Williams met with two trainers, Sarah Ward and Caroline Smith. Lori explained that all of the AAs were creating the same documentation over and over again, but had to save it to their own desktops and were unable to share the information because they didn’t have a document repository. Document Manager was going to fix this problem. All of the AAs could then share documentation. Document Manager too would have a template in it for the AAs to use. Document Manager would make the AA’s work much easier and quicker. The AAs were asked by upper management to be more effective with their documentation. Lori wanted to train all 2500 employees worldwide before Document Manger went out to the company on October 2.

Sarah and Caroline asked Lori what the AAs were using now to type up their documentation and what would be different with Document Manager. Lori explained that now AAs used Word Perfect, however Document Manager would use Microsoft Word. Due to this huge change Lori believes every employee effected needs to come to a training class that should last at least two hours, if not longer. Since the training would have to be on a computer, the training departments computer classroom’s only hold 15 people per class. Lori also said that she would like to see each employee pass a test using Word and Document Manager before attaining access to the new programs. She went on to explain that she would also like to have online training for Document Manager and Word available for all employees via their intranet site. Lori also told Sarah and Caroline that upper management had not yet decided how to reach the global employees for this training. Times were tight and they didn’t want to pay for the employees to travel or for Sarah and Caroline to travel. Lori said that she trusted Sarah and Caroline would have the right answer for upper management.

Lori also gave Sarah and Caroline some background on the AAs. She told them that for the most part the AA department’s abilities and familiarity with computers and software was exceptional. Lori had taken over that department only two years ago, but she explained how she weeded out the non-performing employees and replaced them with hard working, smart, efficient ones. Sarah and Caroline were excited about working with this audience.

From this quick example ask yourself the following questions: 

 What organizational goal is driving this training?

 What will the benefit be?

 What is the skill gap?

 What competencies (knowledge, skills, or attitudes) will this program need?

 What evaluation will be used to measure the level of goal achievement?

 Who will be trained?

 What is the estimated class size?

 How many classes will there be and how long will this training last?

 What are the knowledge and skill prerequisites?

 What type of program is being proposed?

 What media, if any will be used in the training?

 What will happen if we do not deliver the training?

 What are the restrictions or limitations for delivering a program?

 What other methods may be used to reach the goal (include limitations and advantages)?

Understanding the solution to the issue at hand is the goal. Gathering information from the senior management and non-supervisory employees will provide the information needed.

Supplemental Material

Podcast

https://www.td.org/Digital-Resources/Podcasts/TD?q=Lessons%20Learned

 

Outcomes Planning Wheel

Refer to The Four Questions of the Outcomes Planning Wheel linked below, and apply the case study in the lecture to the wheel and answer each question listed above.

The Life and Times of a Dene Residential School Survivor

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Students will prepare a five (5) page book review of Antoine Mountain’s memoir, From Bear
Rock Mountain: The Life and Times of a Dene Residential School Survivor, focusing on the
human rights and equity issues that Antoine chronicles.

Sample Solution

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Communication and Leadership

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During your course of study in the M.Ed. the program you have learned about the importance of communication and leadership to be an effective education professional. In a one- to two-page paper, reflect on what you learned about the importance of communication in your field and the different leadership styles and strategies that you can use in order to maximize learning.
Examine how your coursework in the M.Ed. program and your work experience have helped you to grow in the areas of communication and leadership and how you have used or will use these competencies in your current and / or future position.
Attach one to three pieces of evidence or artifacts from your previous coursework or work environment to demonstrate your competencies in the areas of communication and leadership (e.g., workshop documents of a presentation prepared and delivered to colleagues, documentation to show improved student scores or trainee performance, pictures of you using a pertinent form of technology in the classroom, etc.) Identify the ID and title (for example EDU599 – Education Capstone) of the courses for which you had produced the assignment(s).

Sample Solution

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