Signature Assignment: Training Program Plan

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  Signature Assignment: Training Program Plan*

AET/570 Version 4

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University of Phoenix Material

Signature Assignment: Training Program Plan*

The Training Program Plan project provides you with the opportunity to demonstrate the knowledge and skills necessary to develop a training program that leads to a positive impact on adult learning. You will design and create a training program plan that includes the following components:

· Needs or gap analysis

· Training program description

· Budget

· Stakeholders and goals

· Training promotional materials

· Program evaluation

Part I – Needs or Gap Analysis

It is recommended that you begin this section of the Training Program Plan in Week 1.

Analyze your identified educational need in your workplace organization by completing a needs or gap analysis. Use a survey or questionnaire, or conduct a focus group to determine needs or gaps.

Write a 350- to 700-word analysis of the educational needs at the organization. Include evidence from your survey, questionnaire, or focus group to support your analysis, and explain how a training program will support a positive impact on adult learning.

Part II – Training Program Description

It is recommended that you begin this section of the Training Program Plan in Week 2.

Based on the needs/gap analysis, describe the training program that you will be designing for your workplace organization:

· Define the scope of the training program.

· Describe the intended audience.

· Define the program goals.

· Define the program objectives.

Write a 350-word introduction to the training program explaining how it will produce a positive impact on adult learning.

Format the paper consistent with APA guidelines.

Part III – Budget

It is recommended that you begin this section of the Training Program Plan in Week 3.

Create a budget for the training program you are designing for your workplace organization based on the scope, audience, goals, and objectives described in Part II.

Include cost estimates for all the following categories in your budget.

· Personnel

· External staff (e.g., consultants)

· Materials or Equipment

· Technical support

· Travel

· Facilities

Part IV – Stakeholders and Goals

It is recommended that you begin this section of the Training Program Plan in Week 4.

Using the program goals you identified in Part II, create a list of stakeholders aligned to each goal.

Explain the role of each stakeholder in the training program and how you intend to gain their support to produce a positive impact on adult learning for the training program.

Part V – Training Promotional Materials

It is recommended that you begin this section of the Training Program Plan in Week 5.

Create promotional materials for the training program you are developing for your workplace organization. Include the following in your promotional materials:

· A marketing message that includes a logo, slogan, and fact sheet

· Benefits of the training program, including instructional practices to produce a positive impact on adult learning

· An explanation of how you will communicate and distribute the promotional materials in your organization

Part VI – Program Evaluation

It is recommended that you begin this section of the Training Program Plan in Week 5.

Create an evaluation for your training program. Include qualitative and quantitative items in your evaluation. Consider using a survey, questionnaire, etc.

Part VII – Implementation

This activity will be delivered in Week 6.

Design a 10- to 15-minute activity based on a training program goal and aligned objective(s). Access the Technology Resources Library to select a presentation tool.

Present the activity in a medium of your choice to the class.

Copyright © XXXX by University of Phoenix. All rights reserved.

Copyright © 2017 by University of Phoenix. All rights reserved.

Homeland Security White Paper

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 For this assignment, assume you are the new Secretary of Homeland Security. You are drafting a Policy Document referred to as a “White Paper” for the Biden Administration to highlight the impact of open/closed borders in the age of COVID-19 on migration, asylum seekers, and economic recovery (state this topic in cover page). In this white paper, consider the following to frame your paper. Define what YOU believe an “OPEN” vs “CLOSED” border means especially when dealing with those seeking asylum. Reminder that you can provide your opinion without using “I think” or something similar. How do you believe illegal migrants can be treated humanely and with dignity/inclusion? How does an “open” vs a “closed” border impact the United States economy? What are your recommendations for the next 12-24 months on specific steps that the new administration needs to take? DO NOT answer this as if it is a four Question Exam.

Academic Plan Of Study

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Create an academic plan of study that will explain and support your intention to earn a Bachelor of Arts in General Studies degree. Begin by forming an achievable goal statement. Then, discuss your prior and planned academic learning and how you can use it to direct your academic and professional planning. Finally, build a case for your plan of study by articulating its value to you moving forward. Remember that this is a formal, professional document that must be formatted and presented in a manner appropriate for academic and professional audiences. See all files for more details (Final Project (which is what shout be rewritten, feedback from the professor, final project template, personality test result, Final Project Guidelines, and Rubric)

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06Career Paths“It’s better to fail while striving for something wonderful, challenging, adventurous, and uncertain, than to say, ’I don’t want to try because I may

not succeed completely.’”

JIMMY CARTER

Advocate Personality

(WHAT’S THE DIFFERENCE?)

INFJ-A / INFJ-T

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Advocates are likely to �nd that most corporate career paths are not

designed for them, but for those focused on their status and material

gain. However, people with this personality are able to �nd work that

suits them in just about any �eld.

In fact, Advocates are likely to face the opposite problem. Many struggle

to begin a career early on because they see ten wildly di�erent paths

forward, each with its own set of rewards. This can be appealing but also

heartbreaking, because picking just one means letting go of so much else.

Truth, Beauty, Purpose

Advocate personalities need to �nd meaning in their work and to know

that they are helping and connecting with people. An Advocate working

as a Ferrari salesperson, for example, is highly unlikely.

Their desire to help and connect makes careers in healthcare – especially

the more holistic varieties – very rewarding for Advocates. Roles as

counselors, psychologists, doctors, life coaches, and spiritual guides are

all attractive options.

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Advocates’ needs don’t end at meaning, though – any productive work

can be meaningful, as any productive work helps someone, somewhere.

Advocate personalities crave creativity, too. They strive to use their

insight to connect events and situations, creating real change in others’

lives.

Two Roads Diverged In a Yellow Wood

These needs are hard to meet in a corporate environment, where

Advocates will be forced to manage someone else’s policies alongside

their own. For this reason, people with the Advocate personality type are

more likely to �nd independence in a leadership position, or by simply

creating their own business.

If they choose to go the independent route, they will focus on applying

their personal touch, creativity, and altruism to everything they do. This

can be the most rewarding option for Advocate personalities. When they

step out of the overly humble supporting and noncompetitive roles they

are often drawn to, they can move into positions where they can grow

and make a di�erence.

Advocates often pursue expressive careers such as writing, e�ective

communicators that they are, and author many popular blogs, stories,

For Advocates, money and Employee of the Month simply won’t cut

it compared to living their values and principles.

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Parenthood

Workplace Habits

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and screenplays. Music, photography, design, and art are viable options

too, and they all can focus on deeper themes of personal growth,

morality, and spirituality.

Where Advocates struggle is in work that doesn’t take personal needs

into consideration, is overly repetitious, or promotes con�ict. Jobs with

these traits will leave Advocate personality types frustrated and

unful�lled. They can also struggle under the criticism and pressure that

comes with jobs in corporate politics or sales.

Advocate personalities are clever and can do well in any of these �elds.

To be truly happy, however, they need to be able to work in a way that

aligns with their values and allows them some independence. They need

opportunities to learn and grow alongside the people they are helping

and contribute to the well-being of humanity on a personal level.

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Trey Sykes This is an incredible breakdown I’m literally blown away it’s like you’ve been follow me for years studying just me! Y’all did an amazing job on this breakdown! Like · Reply · 4 · 4w

Intan Syafika i always crave to read so much about philosophical and inspiring thoughts. it’s like feeding my soul. this’s just mind blowing facts about me! thank you Like · Reply · 5w

Jonas Paulsen so true i finally feel undersood Like · Reply · 6w

Macy Allen Right on…thanks Like · Reply · 7w

Anne Wingate Uh, yeah. Like · Reply · 7w

Gabrielle Ann Sales SO true. I was miserable in politics and retail/sales (I was in it for 3 years and never felt fulfilled – this was during college times). I’m now a writer and a blogger, which is crazy how that is mentioned in my personality type. Like · Reply · 8w

Lyes Manaa 🙂 Like · Reply · 12w

Ehizogie Oaikhena Thank you. Like · Reply · 16w

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Proposal For Behavior Change Plan

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Angel Case Study

Name: Angel

Age: 11

Grade: 6th

 

Angel is an 11-year-old male in your sixth grade inclusive English language arts (ELA) classroom. Angel has been diagnosed with ADHD and a specific learning disability in reading.

Angel frequently gets into trouble in line and during recess. He has been involved in two physical fights with a peer on the playground and has had two in-school suspensions and one out of school suspension for fighting and arguing with adults. His special education teacher is working with Angel on conflict resolution skills. He often argues with peers and adults. During classroom instruction it is not uncommon for him to make side comments to annoy another student. This often results in an altercation, or at least some verbal disruption during class. During ELA instruction, sometimes Angel gets out of his seat to sharpen his pencil. It is not uncommon for him to take something off of another student’s desk on the way back, or make another comment to a peer. Angel rarely completes an entire assignment and often turns in work that is totally blank with just pictures and doodles drawn on the paper.

To determine an appropriate intervention, the ELA teacher collected data for a week to see how frequent the above behaviors occurred during class time. After observing and counting behaviors for a week, the ELA teacher shared the data with you, the special education teacher. A review of the initial data presented by the teacher indicated that the most problematic behaviors in the classroom appeared to be taking something away from students and inappropriate or argumentative comments to peers. The fact that Angel is out of his seat sharpening pencils, taking things away from students and arguing were most likely affecting Angel’s ability to complete work.

After discussing these issues with the IEP team and the general education teacher, the team decided to invite Angel’s parents to a meeting to discuss the need for a Functional Behavior Assessment (FBA) and secure the signed permission to evaluate. The team discussed the possible hypotheses for the behavior and agreed the function of the behaviors could be task avoidance, frustration, or attention seeking. Once the parents consented to an FBA, the team began the process of ABC analysis of behavior and prioritizing the behavior to target. The behavior was operationally defined so all members of the team could observe and count the same behavior while taking note of what happened before the behavior (antecedent) and what happened after the behavior (consequence) as well as any setting events that might have an effect on the behavior. The team will use this data to identify a hypothesis and rationale to support intervention. This information will also be used to develop a behavior intervention plan.

See the ELA teacher’s initial data below:

Date Out of seat -sharpening pencil Taking something from another student Inappropriate or argumentative comments to peers Incomplete work
10/1 /// / //// // ////
10/2 // // //// //// /
10/3 //// /// //// //// //// ///
10/4 /// // /// ////
10/5 // // //// //// ////

 

Some of the initial Antecedent-Behavior-Consequence (ABC) analysis data collected by Angel’s IEP team. For reference, there are a total of nine incidents in a two-day period.

ABC Analysis Chart
Target Behavior:

Student is not in his seat or not completing work during ELA class time.

1 – Out of seat sharpening pencil

2 – Taking something from another student

3 – Making comments to peers or adults that may disrupt the class

 
Date Antecedent Behavior Consequence Comments
10/17 Teacher gave directions for the writing task and told students they had 10 minutes to complete their thesis statement and supporting details for the passage read 1, 3 Teacher redirected student Angel took time searching for pencil. Then slowly walked to the pencil sharpener. After sharpening pencil Angel walked back to desk, but stopped to tell Mario, “What are you looking at? Keep your queer eyes off of me!” Mario replied, “shut up!”

 

Teacher redirected both students and gave Angel a warning. She also reminded Angel of the classroom rule of using respectful language with peers and adults.

Angel sneered.
10/17 Student was asked to join assigned group for group sharing and critique of thesis statement and supporting details. Teacher passed out rubric for student critique and asked students to move to assigned groups.

 

 

 1, 2

 

 

 

 Gina yelled, Teacher gave Angel a referral to the front office Angel sharpened pencil again, then slowly walked to group. After he sat down, he took Gina’s critique form away. Gina replied, “Give it back you jerk!” Teacher intervened as Angel ripped her form in half and threw it at her. The teacher gave Angel a referral to the front office. Angel strolled out without a complaint.
10/18 Students are entering ELA classroom at the beginning of the period.

Angel took Mario’s homework assignment off of his desk and hid it in his own notebook while Mario was talking with Teresa.

 2 Mario reacted.

Teacher told Angel to give assignment back to Mario.

 Mario looked for his paper, looked around the room and asked “who took my homework?”

Angel laughed and Mario said, “Give it back!”

Teacher told Angel to give the assignment back.
10/18 Teacher was discussing motive of character and how the author used foreshadowing to engage the reader. 3 Teacher redirects Angel Angel taps Nick’s shoulder and tells him his fly is open. Nick looks down then tells Angel to “shut up!”
10/18 Teacher directs students to turn in homework. 1, 2, 3 Gets attention from peers and redirection from teacher, avoids turning in homework. He gets up to sharpen pencil. On the way back he grabs Mario’s homework and tosses it on the floor. Mario says, “Stop it man!” Angel laughs. The bell rings. Mario retrieves paper and turns it in. Angel leaves without submitting his homework. As he leaves he says “See you later suckers!”

 

 

Frequency of Behavior Graph

 

Frequency of Behavior Graph

17-Oct 1-Out of seat sharpening pencil 2-Taking something from another student 3-Making comments to peers or adults that may disrupt the class 2 1 1 18-Oct 1-Out of seat sharpening pencil 2-Taking something from another student 3-Making comments to peers or adults that may disrupt the class 1 2 1

 

 

 

 

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