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According to the data from National Centre for Education Statistics (2009), almost half of the country’s 1st to 8th-grade students have a problem with reading fluency. This data also indicate sustained levels of reading difficulties in the country for the past 10 years. This has propagated increased research on reading achievement by educationalists (NCES, 2009). However, the legislation of the No Child Left Behind legislation on 2002 has forced instructors and leaders in education to revise their strategies to meet this need (NCLB, 2002). According to Calhoon (2005), academic success, independence, and employability of an individual are founded on the ability to master the reading skills. Illiteracy is known to prevent an individual from being productive in a society (Kim, 2008). Due to this challenge, researchers have in the recent past focused on developing the most appropriate approach to teaching learners how to read (Cassidy et al., 2010). Well-educated citizens that are literate are better placed to positively contribute to the advancement of a society through evaluating data, making informed decisions, effectively solving problems, and improving the quality of their lives as well as that of others of others in a society. This places emphasis on the imperativeness of reading skills in the society

1.1 Problem Statement

As much as teaching learners how to read is considered as among the main aims of education, numerous students are found to have difficulty in learning even the basic reading skills. Studies indicate that 20 percent of students suffer significant difficulties in acquiring reading skills (NCES, 2009). Furthermore, over a third of students in fourth-grade level have poor basic reading skills. The situation is further compounded for students with special learning needs, as they are found to struggle with reading difficulty in educational life as well as adult life (Calhoon, 2005). The sustained prevalence of students with reading difficulties has forced educationalists to reexamine the approaches to teaching reading skills in schools. A report from the national reading panel published in 2001 identified reading fluency, text comprehension strategies, vocabulary instructions, phonics, and phonemic awareness as essential reading skills (NICHHD, 2000). This paper presents a critical analysis the concept of repeated reading and its effectiveness in promoting comprehension and fluency reading skills among students with learning disabilities

1.2 Purpose of the Study

This paper purposed to scrutinize whether repeated reading approach had an effect on the general reading capabilities and attitudes among school going children. Recent studies on this issue have emphasized on the need of implementing research findings into the instructional process as a way of positively influencing the reading skills of learners (Brown, 2011).This paper presents an analysis the effectiveness of repeated reading strategy in enhancing reading skills among learners based on existing studies on the issue

1.3 Conceptual Framework

The importance of reading fluency in education emerged in the late 1960s (Brown, 2011). This was built on two theoretical constructs that have been greatly cited by various authors on this issue. Specifically, reading fluency problems are believed to originate from poor decoding skills by the readers (Brown, 2011; Guthrie et al., 2004). The existence of slowed down decoding skills results in formation of a bottleneck that obstructs the thought flow ultimately inhibiting comprehension (Brown, 2011; Cassidy et al., 2010) Learners with poor reading skills spend most of their cognitive capabilities on decoding limiting their comprehension capabilities (Cassidy et al., 2010). Effortless readers, on the other hand, are able to decode words speedily with accuracy allowing them to have enough capabilities for comprehension (Lo et al., 2011).

On the contrary, another theory on reading asserts that the difficulty to read fluently originates from the lack of prosodic cues in written language (Francis et al., 2005). This position is defended by the argument that some readers are incapable of conveying from oral language, where prosodic markers are precise to written language, and the learner must infer the markers (Therrien & Hughes, 2008). Learners that are unable to come up with suitable prosodic markers are not in a position to separate sentences into meaningful expressions and thus face difficulties in comprehending written text even if they are able to effectively decode individual words (Morgan & Sideridis, 2006). This position is backed by various authors who argue that text-reading process is complex and requires assimilation of all levels of processing as from the initial decoding of individual words to acquisition of the denotation of the sentence, paragraph, and the whole information in general (Morgan & Sideridis, 2006; Therrien, 2004; Neumann et al., 2008).

1.4 Significance of the Study

The study contributes to educational practice and theory on teaching learners how to read. From a theoretical perspective, the study offers various contributions to existing positions on approaches to teaching students how to read. Concerning repeated reading strategy, the study provides insight into how repeated reading is perceived by various authors in terms of its effectiveness in promoting student reading capabilities. The study indicates the existence of differentiation in students with the learning disorder in terms of their reading capability due to adherence and non-adherence to repeated reading strategy (O’ Connor et al., 2007).

These results of this research study are also relevant to practical teaching practice as they show student variations in reading capacity. Consequently, teachers will have evidence required for designing and implementing differentiated programs aimed at improving reading skills among learners. Particularly, this will assist education leadership and teachers to design effective teaching programs that recognize the differences in how learners acquire reading skills with a focus on the use of repeated reading strategy in the management of reading deficiency among students with learning disabilities

1.6 Assumptions

This research paper is based on specific assumptions that are delineated below:

The data collected by existing studies was adequate in terms of covering all the variables that were under investigation in this study
The existing studies provided truthful information regarding the issues under analysis

1.7 Outline of the Paper

The introductory chapter has background information, the research problem, Conceptual framework, and the contributions of the study. The second chapter provided a comprehensive review of the literature on reading difficulties among learners with a specific focus on the role of repeated rereading strategy in the management of reading difficulties. In the third chapter, the discussion, implications, conclusions, and recommendations on the issue with a specific focus on the information in literature review was developed

CHAPTER 2 LITERATURE REVIEW

2.0 Reading Research: Historical Overview

The methodology of teaching was blamed for ineffectiveness in the development of reading skills among learners as early as 1955 (Brown, 2011). A study by Chall (1967) examined whether children are able to develop reading skills well if the teaching methodology emphasized on phonics code or an approach centered on stressing the meaning. Findings of this study indicated that emphasis on phonics code had better results that comprehension and word recognition. Goodman (1965), disproof disapproved this position by arguing that children have different approaches in the identification of words including context clues and background knowledge. A study by Brown (2011) affirmed that reading out the whole word enhanced the reading abilities among learners. However, Goodman was against the approach that focused on teaching word recognition in isolation. This resulted to the development of psycholinguistic theory of reading that resulted to increased interest in research on how learners mind behave when occupied in reading (Kim, 2008).

The position adopted by Goodman was influential on the studies on reading behaviors among students (Brown, 2011). In the 1979s and 1980s, reading research was dominated by cognivitism with the focus on the eye movement during reading as well as the effect of context on the reading process (Brown, 2011). In the 1990s, more studies on reading were develop emphasizing on the processes and practices of teaching and learning how to reading (Brown, 2011). A study by Adams (1990) came up with an integrated approach to teaching how to read that combined systematic coding and meaningful reading in the teaching process.

Currently, the national reading panel (NRP) is the main source of instructional approaches for teaching learners how to read ((NICHHD, 2000). This approach recommends the use of several teaching approaches that amalgamates into a well-balanced literacy program. Specifically these approaches target the five pillars of reading, namely vocabulary, comprehension, fluency, phonics, and phonemic awareness as being the vital aspects of reading instruction (Cassidy et al., 2010).

2.1 Fluency and Reading

The NRP has been at the center on the development of fluency as an essential reading skill. There exist innumerable studies that have analyzed the concept of fluency and its application to the learning process (Hudson et al., 2005; O’ Connor et al., 2007). However, its definition in the context of reading is varies from one researcher to another. Specifically, some studies define fluency based on speed and accuracy, while others identify prosody and comprehension as major attributes of fluency (Brown, 2011). Fluency can be defined as the capability of a learner to read with accuracy, speed, and expression (Armbruster et al., 2003). It can also be defined as an accurate approach to reading of information as a conversation with fitting prosody (Hudson et al., 2005)

The National Reading Panel identified high levels of fluency neglect in most schools in the United States (NCES, 2009). NRP went further and proposed two instructional strategies targeting promotion of reading fluency among learners. These strategies included the independent silent reading strategy and the guided repeated oral reading (Kim, 2008). The common agreement among researchers that fluency is developed through reading has resulted to increased adoption of the NRP strategies in a classroom environment. Specifically, studies have shown that guided oral reading has a positive impact on comprehension, word recognition, and fluency (Kim, 2008; Cassidy et al., 2010). However, the existence of numerous approaches for implementing the repeated reading approach demanded research into the most effective approach for promoting fluency and comprehension

2.2 Repeated Readings and its Impacts on Fluency and Comprehension Skills

Several research studies have been conducted on repeated readings dating back to as early as 1979, which iterated that repeated reading is founded on repetitive practice of the text (Samuels, 1979; Dahl, 1979). Kuhn and Stahl (2003) conducted a review of various studies on the impact of repeated reading on fluency. The findings indicated that most studies found a significant impact while others had null impact, and some showed the impact was limited to the repeated text only and not transferable to other texts. The position adopted in these studies was explained that the studies that found null impact did not meet the minimum number of times for defining repetitive reading, which were placed at five times by Dahl and Samuel.

Another study by O’Connor et al. (2007) examined the impact of complexity of the reading material and found out that using material that was relevant to the instructional level of the learner greatly influenced the fluency gains. Repeated reading among learners has been found to result to better work accuracy and comprehension (Hudson et al., 2005). Therefore, as learners repeat reading a text, they learn new sight words, which they then apply in new texts (Neumann et al., 2008). Most studies that have reported insignificant or no improvement in comprehension skills had no effective baseline for developing the measure. Therrien (2004) suggests that the students under study many not have fluency problems making it hard to detect improvement in comprehension skills.

As much as repeated reading is generally known to positively impact on fluency, its impact on comprehension skills is not always guaranteed (Morgan & Sideridis, 2006). Various studies on comprehension skills have provided varied findings. Some studies show a general trend in the increase of fluency and comprehension skills simultaneously (Kuhn & Stahl, 2003). Other studies affirm that repeated reading enhances fluency but does not always result to the development of better comprehension skills (Therrien, 2004). Another suggestion for this anomaly is the possibility of students reading a text that is inappropriate to their level. A study by Therrien & Hughes (2008) identifies shortage of higher order thinking skills such as supervision of the text as contributory to inability of repetitive reading to result to better comprehension skills.

Furthermore, the approaches adopted in measuring comprehension in repetitive reading studies are also varied. Learners that are reading a text learn facts from the information and, therefore, repeated reading is supposed to generally show improved comprehension skills when measured as learners are able to clearly identify the answer they are being comprehended on in the text. However, many studies use literal knowledge to test comprehension skills that demand a learner to integrate previous knowledge and the information in the text (Therrien & Hughes, 2008). The fact that repeated reading strategies do not emphasize on inferential comprehension, such tests are likely to present a negative outcome of repeated reading on comprehension skills. Moreover, many studies on repeated reading present data for both literal and inferential questioning as a single score. This atonality limits the ability of testing the gains in comprehension skills (Bryant et al., 2000). This position is further illustrated by Freeland et al. (2000) who pointed out that repeated reading has a positive impact on the learners’ literal comprehension skills but has null impact on inferential comprehension skills. Therefore, the use of text comprehensions strategies that combines both literal and inferential comprehension is necessary for improving the reading achievement.

2.3 Repeated Readings and Fluency among Students with Learning Difficulties

The effectiveness of repeated reading in enhancing fluency and comprehension skills among students with learning disabilities has not been fully studies to affirm the status of evidence-based justification (Chard et al., 2009). This position was adopted by Chard et al. (2009) after conducting an analysis of existing studies and concluded that the studies were not empirical in nature. However, this position was adopted devoid of studies that more than one additional instructional components such as comprehension and development of vocabulary. However, the fact that most studies have documented that repeated readings promote oral fluency, a blended approach with several instructional components is bound to enhance the effectiveness. Several studies have analyzed students with learning disabilities and identified deficits in skills such a comprehension, fluency, word recognition, and motivation (Francis et al., 2005; Guthrie et al., 2004). Since all these skills are directly attributed to the development of comprehension capabilities, the use of reading instructions that combine all these components offers better outcomes (Guthrie & Wigfield, 2005). For instance, an approach that combined readings and question generation developed by Wickstrom & Jones (2006) was effective in promoting fluency and comprehension skills among learners with learning disabilities.

A more recent look into this issue was by Lo et al. (2011), was based on a study that contained an adult-directed reading meditation. The study found out that direct involvement of an adult in the repeated reading process hastened the rate of acquisition of the reading skills. In general, repeated reading has been found to positively impact on the reading skills among learners with learning disabilities (Therrien, 2004). In his study, Therrien (2004) concluded that adult implementation, cueing, a minimum of four times of text repetition, corrective feedback and performance criterion are vital components of an effective instructional strategy targeting enhancement of reading skills among students with learning disabilities.

CHAPTER 3: DISCUSSIONS AND CONCLUSIONS

3.1 Discussions

From the above literature review, it is evident that learners that have poor literacy skills require data based intervention to enable them improve in their reading skills. Many of the studies analyzed have indicated that repeated reading is a powerful tool that can help in the enhancement of fluency and comprehension skills among learners (Hudson et al., 2005; Cassidy et al., 2010; Lo et al., 2011). Repeated reading has been shown to positively influence reading achievement as well as attitudes among learners (Lo et al., 2011; Calhoon, 2005). However, when implementing the reading training among learners, teachers should consider motivational factors, the needs of the learners, materials that relay the content to the learners in an appropriate manner, instructional approaches that have scientific backing and engage the learner, and the specific skills needed by the learner to become a proficient reader (NCES, 2009; Brown, 2011; Kim, 2008).

Based on the literature reviewed above, repeated readings that considered content based literacy proved effective in addressing the reading problems among learners. More so, the studies conducted a measure of repeated readings based on performance assessments that clearly indicated that repeated readings positively enhance fluency and comprehension skills (Kuhn & Stahl, 2003). This is evidenced by the position taken by Therrien (2004) that validated previous studies that had asserted that repeated reading is effective for promoting development of fluency and comprehension skills among learners. The analysis drawn from various studies clearly indicated that repeated reading has a positive impact on student’s word efficiency, sight word, and reading comprehension, as well as general improvement in literacy (Kuhn & Stahl, 2003; O’ Connor et al., 2007; Neumann et al., 2008). Specifically, studies on the impact of repeated reading for learners with learning disabilities showed that if well used with several approaches, repeated reading can effectively promote literacy in such students (Calhoon, 2005; Morgan & Sideridis, 2006). This is a clear indication that repeated reading has the potential of promoting development of fluency and comprehension skills among learners with learning disabilities. The fact reading is a cornerstone in the learning process, considerations of implementing repeated reading strategy in learning institution targeting students with learning difficulties is essential in the elimination of reading and comprehension gaps between the normal learners and the learners with learning difficulties.

Consequently, repeated reading is an effective tool for improvement of fluency and comprehension skills among disabled as well as non-disabled learners in terms of learning difficulties. The use of sources that utilized both transfer and non-transfer measures allowed this investigation to develop a deeper analysis of the concept of repeated reading and its impact on learner’s literacy (Morgan & Sideridis, 2006). The analysis of studies founded on non-transfer perspective that measured the ability of a student to fluently read a specific text after repeated reading indicated that repeated reading is effective for promoting fluency and comprehension skills for a specific text (Therrien & Hughes, 2008). Therefore, students that are exposed to reading a passage more than once generally read it more fluently and offer better comprehension of the passage. On the other hand, transfer results that examined the student’s ability to read fluently and comprehend another text after reading a different text repeatedly indicated that students that are exposed to repeated readings of a specific text are better placed in terms of fluency and comprehensions skills when reading a different text (Chard et al., 2009). As a result, repeated reading has the capability of improving learners’ comprehension and fluency abilities when exposed to new reading materials.

The review of literature also offered insights into the instructional components for promoting repeated reading among learners. The most evident approach that was considered essential in most studies is the approach that demanded learners to read the text loudly to the teacher (Chard et al., 2009; Francis et al., 2005; Guthrie et al., 2004). This position was founded adult implemented approach to repeated reading as studies demonstrated that instances where a teacher was actively involved in the repeated reading process produced better results compared to instances where the learners were exposed to repeated reading individually (Guthrie et al., 2004). Another important finding on repeated reading from the review of the literature was provision of a cue and repetition process being more than four times. Specifically, the cue to be provided was a challenging issue as studies were divided between using speed and comprehension or fluency, or comprehension (Lo et al., 2011; Cassidy et al., 2010). However, from the studies, there was negligible impact on fluency and comprehension skills when the cueing approach was changed and therefore provided cuing is part of the repeated reading instructions, then it is bound to work effectively in promoting literacy. For the learners with learning disabilities, cueing approach that considered comprehension has better results in terms of memory as compared to speed cuing. Nevertheless, since several studies suggested that an integrated approach has better results, this study proposed that the most effective approach for cuing should combine both comprehension and speed cuing (Cassidy et al., 2010; Kim, 2008; NCES, 2009).

3.2 Implications for Teachers

This research developed two major findings that have implications for the teacher-learner environments regarding reading skills. To begin with, studies have shown that repeated reading can be used as an instructional approach for improving learners’ fluency and comprehension of text. The second finding is that there are specific instructional components that are needed to ensure repeated reading strategy is beneficial as a tool for promoting literacy among learners. Specifically, the choice of instructional components is dependent on the objective of the intervention. If repeated reading targets improvement of students’ fluency and comprehension skills for a specific text, the approach should cue students with a focus on comprehension and speed, and the text should be loudly read by the learners more than three times. However, if the intention of repeated reading targets the overall literacy of the learners, then the essential components of the instruction process should include reading the passage loudly to an adult instructor, the instructor should provide corrective feedback on specific words in the text. Additionally, the student must read the text many times until the set performance standards are met.

3.3 Conclusion

Using the literature review, this study has been able to offer a better understanding of the current position regarding repeated reading and its impact on the improvement of fluency and comprehension skills among learners with learning disabilities. Specifically, the study has pointed out that the impacts of repeated reading in the development of reading skills is positive for students with learning difficulties as well as those without learning difficulties. Moreover, it was evident that the approach adopted in offering repeated reading instructions is controlled by the objectives of the process with a specific focus on nontransferable and transferable fluency and comprehension skills. The fact that effective literacy is founded on transferable reading skills where a student is able to apply fluency and comprehension skills read in a text to another different text, the focus on developing instructional approaches that promoted development of transferable reading skills was viewed as imperative in educational development.

3.4 Implications for Future Research

As much as this study proved that repeated reading has a positive impact on fluency and comprehension skills among learners, there are several critical queries that were not well responded to in the reviewed studies. The most burning issue relates to the approach for increasing instructional components, using a modeling component, the role of peers in promoting repeated reading effectiveness, and the most effective approach for measuring the overall impact for repeated reading on literacy achievement. This study has identified the vital instructional components of repeated reading but the lack of analysis on the impact of additional instructional components limited the ability of this investigation in pointing out how they may influence development of literacy skills. Thus, developing a better understanding of the effect of repeated reading in promoting literacy among learners with learning difficulties, long-term studies are necessary. The lack studies that have focused on this group of learners for more than 6 months makes the existing data limited in terms of affirming the importance of repeated learning and developing the most appropriate instructional approach targeting learners with learning difficulties is challenging. Specifically, developing a quasi-experiment approach may provide deeper insights into this issues and their impact on repeated reading as a reading skill development strategy.

References

Adams, M. J. (1990). Beginning to read: Thinking and learning about print (A summary). Cambridge, Massachusetts: MIT Press.

Armbruster, B. B., Lehr, F., & Osborn, J. (2003). Putting reading first: The research building blocks for teaching children to read. Kindergarten through grade 3 (2nd ed.). Washington D.C.: National Institute for Literacy.

Bryant, D. P., Vaughn, S., Linan-Thompson, S., Ugel, N., Hamff, A., & Hougen, M. (2000). Reading outcomes for students with and without reading disabilities in general education middle-school content area classes. Learning Disability Quarterly, 23, 238-252.

Brown, Elizabeth. (2011). History of reading instruction. Retrieved from http://www.thephonicspage.org/On%20Phonics/historyofreading.html.

Calhoon, M.B. (2005). Effects of a peer-mediated phonological skill and reading comprehension program on reading skill acquisition for middle school students with reading disabilities. Journal of Learning Disabilities, 5, 424-433.

Chall, J. S. (1967). Learning to read: The great debate. NewYork: McGraw-Hill.

Cassidy, J, Montalvo Valadez, C., & Garrett, S. (2010) Literacy trends and issues: A look at the five pillars and the cement that supports them. The Reading Teacher, 63(8), 644-655.

Chard, D. J., Ketterin-Gellar, L. R., Baker, S. K., Doabler, C., & Apichatabutra, C. (2009). Repeated Reading Interventions for Students With Learning Disabilities. Status of the Evidence. Exceptional Children, 75(3), 263-281.

Dahl, P. R. (1979). An experimental program for teaching high-speed word recognition and comprehension skills. In J. E. Button, T. Lovitt, & T. Rowland (Eds)., Communications research in learning disabilities and mental retardation (pp. 33-65). Baltimore, MD: University Park Press

Freeland, J. T., Skinner, C. H., Jackson, B., McDaniel, C. E., & Smith, S. (2000). Measuring and increasing silent reading comprehension rates: Empirically validating a repeated reading intervention. Psychology in the Schools, 37(5), 415-429.

Francis, D., Fletcher, J., Catts, H., & Tomblin, J. (2005). Dimensions affecting the assessment of reading comprehension. In S. Paris, & S. Stahl (Eds.), Children’s reading comprehension and assessment (pp. 369-394). Mahwah, NJ: Erlbaum.

Guthrie, J. T., Wigfield, A., Barbosa, P., Perencevich, K. C., Taboada, A., Davis, M. H., et al. (2004). Increasing reading comprehension and engagement through concept-oriented reading instruction. Journal of Educational Psychology, 94(3), 403-423.

Guthrie, J. T. & Wigfield, A. (2005). Roles of motivation and engagement in reading comprehension assessment. In S. Paris, & S. Stahl (Eds.), Children’s Reading Comprehension and Assessment (pp. 187-213). Mahwah: NJ: Erlbaum.

Goodman, K. (1965). A linguistic study of cues and miscues in reading. Elementary English Journal, 42, 39-44.

Hudson, R. F., Lane, H. B., & Pullen, P. C. (2005). Reading fluency assessment and instruction: What, why, and how? Reading Teacher, 58, 702–714.

Kim, J. (2008). Research and the reading wars. Phi Delta Kappan, 89(5), 372-375.

Kuhn, M., & Stahl, S. (2003). Fluency: A review of developmental and remedial practices. Journal of Educational Psychology, 95(1), 1-21.

Lo, Y., Cooke, N., & Starling, A. (2011). Using a Repeated Reading Program to Improve Generalization of Oral Reading Fluency. Education & Treatment of Children, 34(1), 115-140.

Morgan, P. L., & Sideridis, G. D. (2006). Contrasting the effectiveness of fluency interventions for students with or at risk for learning disabilities: A multilevel random coefficient modeling meta-analysis. Learning Disabilities: Research and Practice, 21, 191-210.

National Center for Education Statistics (NCES) (2009). The Nation’s Report Card: Reading 2009 (NCES 2010–458). Institute of Education Sciences, U.S. Department of Education, Washington, D.C.

National Center for Education Statistics. (2006). Average Scale Scores and Achievement-Level Results in Reading by Grade. Retrieved from http://nces.ed.gov/nationsreportcard/nrc/reading_math_2005/s0010.asp?printver=

National Institute of Child Health and Human Development (NICHHD) (2000). Report of the National Reading Panel. Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Retrieved from http://www.nichd.nih.gov/publications/nrp/smallbook.htm.

Neumann, V., Ross, D. & Slaboch, A. (2008). “Increasing Reading Comprehension of Elementary Students Through Fluency-Based Interventions.” M.A. action research project, Saint Xavier University and Pearson Achievement Solutions, 2008. ERIC document number ED500847.

No Child Left Behind (NCLB) (2002).Act of 2001, Pub. L. No. 107-110, § 115, Stat. 1425.

O’ Connor, R. E., White, A., & Swanson, H. L. (2007). Repeated reading verses continuous reading: Influences on reading fluency and comprehension. Council for Exceptional Children, 74(1), 31-46.

Samuels, S. J. (1979). The method of repeated readings. The Reading Teacher, 32, 403-408.

Therrien, W. J., & Hughes, C. A. (2008). Comparison of repeated reading and question generation on students’ reading fluency and comprehension. Learning Disabilities: A Contemporary Journal, 6(1), 1-17.

Therrien, W. J. (2004). Fluency and comprehension gains as a result of repeated reading: A meta-analysis. Remedial and Special Education, 25, 252–261.

What are two of the most important reasons for using theory-based information to develop employee training and development?

Posted on November 6, 2022 | by Simon KN

I need about 150 words for each of the question

# 5

Q A

What types of psychometric assessments (e.g., personality inventories, cognitive assessments, and integrity tests) are best to identify applicants with the strongest job and organizational fit? Why?

Q B

When should interviews be used in a multi-hurdle selection process? Are structured interviews best? Why or why not? Do multiple interviewers add validity to the hiring decision? Explain.

RESOURCES

1. Do you understand why stars twinkle? Would you rather read than watch TV? Do you trust data more than your instincts?

Read:

Gray, E., & Nathan, G. (2015, June 22). Do you understand why stars twinkle? Would you rather read than watch TV? Do you trust data more than your instincts? Time, 185(23), 40-46.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ulh&AN=103175128&site=ehost-live&scope=site

2. Employability and Career Success: Bridging the Gap Between Theory and Reality.

Read:

Hogan, R., Chamorro-Premuzic, T., & Kaiser, R. B. (2013). Employability and career success: Bridging the gap between theory and reality. Industrial & Organizational Psychology, 6(1), 3-16. doi: 10.1111/iops.12001.

http://www.drtomascp.com/uploads/PIOP_final_employability.pdf

3. The Importance of Ability and Effort in Recruiters’ Hirability Decisions: An Empirical Examination of Attribution Theory

Read:

Carless, S., & Waterworth, R. (2012). The importance of ability and effort in recruiters’ hirability decisions: An empirical examination of attribution theory. Australian Psychologist, 47, 232-237.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=83512570&site=ehost-live&scope=site

4. The Structured Employment Interview: Narrative and Quantitative Review of the Research Literature.

Read:

Levashina, J., Hartwell, C., Morgeson, F., & Campion, M. (2014). The structured employment interview: Narrative and quantitative review of the research literature. Personnel Psychology, 67, 241-293. doi: 10.1111/peps.12052

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=94280024&site=ehost-live&scope=site

5. The Validity and Utility of Selection Methods in Personnel Psychology: Practical and Theoretical Implications of 85 Years of Research Findings

Read:

Schmidt, F. L., & Hunter, J. E. (1998). The validity and utility of selection methods in personnel psychology: Practical and theoretical implications of 85 years of research findings. Psychological Bulletin, 124, 262–274.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=1998-10661-006&site=ehost-live&scope=site

# 6

Q A

What are the primary reasons to use job descriptions in the creation of performance appraisal processes and rating forms? Support your position

Q B

What are the advantages of supervisor training for employee appraisals? Should employees self-rate prior to the feedback meeting? Why or why not?

RESOURCES

1. Increasing Performance Appraisal Effectiveness: Matching Task Types, Appraisal Process, and Rater Training.

Read:

Lee, C. (1985). Increasing performance appraisal effectiveness: Matching task types, appraisal process, and rater training. Academy of Management Review, 10, 322-331.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=4278235&site=ehost-live&scope=site

2. Overlooking Overkill? Beyond the 1-to-5 Rating Scale.

Read:

Kaiser, R. B., & Kaplan, R. (2005). Overlooking overkill? Beyond the 1-to-5 rating scale. Human Resource Planning, 28(3), 7-11.

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3. Performance Appraisal: Verisimilitude Trumps Veracity.

Read:

Bowman, J. S. (1999). Performance appraisal: Verisimilitude trumps veracity. Public Personnel Management, 28, 557-576.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=2000028403&site=ehost-live&scope=site

4. The Relative Importance of Task and Contextual Performance Dimensions to Supervisor Judgments of Overall Performance.

Read:

Johnson, J. W. (2001).The relative importance of task and contextual performance dimensions to supervisor judgments of overall performance. Journal of Applied Psychology, 86, 984-996.

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# 7

Q A

What are two of the most important reasons for using theory-based information to develop employee training and development? What are two of the most relevant theories involved in this process? Explain.

Q B

Why is transfer of training important? Explain. How is this transfer measured? Explain.

RESOURCES

Electronic Resource

1. DC Network

Use the 10 Key Strategic Points template found under the Research/Dissertation tab.

http://dc.gcu.edu

e-Library Resource

1. Advances in Leader and Leadership Development: A Review of 25 Years of Research and Theory.

Read:

Day, D. V., Fleenor, J. W., Atwater, L. E., Sturm, R. E., & McKee, R. A. (2014). Advances in leader and leadership development: A review of 25 years of research and theory. The Leadership Quarterly, 25, 63–82.

https://lopes.idm.oclc.org/login?url=http://dx.doi.org.lopes.idm.oclc.org/10.1016/j.leaqua.2013.11.004

2. Application of Cognitive, Skill-Based, and Affective Theories of Learning Outcomes to New Methods of Training Evaluation.

Read:

Kraiger, K., Ford, J. K., & Salas, E. (1993). Application of cognitive, skill-based, and affective theories of learning outcomes to new methods of training evaluation.Journal of Applied Psychology, 78(2), 311-328.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=12351708&site=ehost-live&scope=site

3. SAGE Research Methods

Use Sage Research Methods to research potential resources to develop the theoretical foundations for your paper.

https://lopes.idm.oclc.org/login?url=http://srmo.sagepub.com.lopes.idm.oclc.org/cases

4. The Evaluation of Two Key Leadership Development Program Components: Leadership Skills Assessment and Leadership Mentoring

Read:

Solansky, S. T. (2010). The evaluation of two key leadership development program components: Leadership skills assessment and leadership mentoring. The Leadership Quarterly, 21(4), 675–681.

https://lopes.idm.oclc.org/login?url=http://www.sciencedirect.com.lopes.idm.oclc.org/science/article/pii/S1048984310000950

5. Transfer of Leadership Skills: The Influence of Motivation to Transfer and Organizational Support in Managerial Training.

Read:

Franke, F., & Felfe, J. (2012). Transfer of leadership skills: The influence of motivation to transfer and organizational support in managerial training. Journal of Personnel Psychology, 11(4), 138–147.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2012-20199-004&site=ehost-live&scope=site

6. Transfer of Training: A Meta-Analytic Review.

Read:

Blume, B. D., Ford, J. K., Baldwin, T. T., & Huang, J. L. (2010). Transfer of training: A meta-analytic review. Journal of Management, 36, 1065–1105.

https://lopes.idm.oclc.org/login?url=http://jom.sagepub.com.lopes.idm.oclc.org/content/36/4/1065.full.pdf+html

# 8

Q A

What are the most important requisite skills required of organizational leaders? Why? How do effective and ineffective leadership behaviors affect employees both positively and negatively? Explain.

Q B

Focus on Research:

Reflect on three of the articles you have chosen for the literature review assignment. How will these articles help you proceed from here?

RESOURCES

1. Assessing Your Leadership Style to Achieve Organizational Objectives.

Read:

Rubin, E. N. (2013). Assessing your leadership style to achieve organizational objectives. Global Business & Organizational Excellence, 32(6), 55-66.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=89989512&site=ehost-live&scope=site

2. Personality, Leader Behavior and Overdoing It.

Read:

Kaiser, R. B., & Hogan, J. (2011). Personality, leader behavior and overdoing it. Consulting Psychology Journal: Practice and Research, 63, 219–242. doi: 10.1037/a0026795

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2011-30211-002&site=ehost-live&scope=site

3. Using 360° Feedback to Predict Performance

Read:

Maylett, T. M., & Riboldi, J. (2007, September). Using 360° feedback to predict performance. Training + Development, 61(9), 48-52.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=26595960&site=ehost-live&scope=site

4. What We Know About Leadership

Read:

Hogan, R., & Kaiser, R. B. (2005). What we know about leadership. Review of General Psychology, 9(2), 169-180.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2005-06355-007&site=ehost-live&scope=site

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Explore the websites in the assigned readings for the week. In addition, using the GCU Library databases, find credible, peer-reviewed articles that focus on laws and educating children with disabilit

Posted on October 30, 2022 | by Simon KN

Explore the websites in the assigned readings for the week. In addition, using the GCU Library databases, find credible, peer-reviewed articles that focus on laws and educating children with disabilities.Create a digital presentation of at least 10-15 slides that includes the following:A definition of the meaning of adequate progress as it relates to students receiving special education services.Court cases that have addressed this subject.How school districts measure adequate progress for all students, including those with special education needs.How school districts are held accountable for demonstrating growth and educational benefit.Concerns and challenges that may arise regarding adequate progress in the schools for individuals with special education needs.Provide a brief summary of the differences between No Child Left Behind and the Every Student Succeeds Act (ESSA).Describe how you as a teacher will keep documentation to determine adequate progress for your students..button {background-color: #4CAF50;border: none;color: white;padding: 10px 20px;text-align: center;text-decoration: none;display: inline-block;font-size: 16px;margin: 4px 2px;cursor: pointer;border-radius: 10px;}.awasam-alert {color: red;} “Is this question part of your assignment? We Can Help!”

EXPLAIN HOW TECHNOLOGY COULD BE USED IN WORKING WITH THE CLIENT AND EXPLAINS THE ADVANTAGES AND DISADVANTAGES OF USING TECHNOLOGY

Posted on April 28, 2022 | by Simon KN

EXPLAIN HOW TECHNOLOGY COULD BE USED IN WORKING WITH THE CLIENT AND EXPLAINS THE ADVANTAGES AND DISADVANTAGES OF USING TECHNOLOGY

This assignment is due Thursday December 18th no later than 12:00pm NOON

Unit 9 Assignment

Synthesize your understanding of the theories, best practices, and current trends in psychology to create a case. Begin by deciding on the type of job that interests you within your area of emphasis. Imagine that you are a professional and create a hypothetical client whom you may encounter. Please note that the client does not always need to be an individual, but may be an agency, organization, or institution.

Here is an example of a starting point for a client in the ABA emphasis area:

Behavior Analysis: A teenager with autism who is having difficulty maintaining appropriate physical boundaries with others.

Please note that these are just some ideas and you should create a client that is interesting and relevant to you. In order to avoid potential confidentiality breaches, this should be a fictitious client, not a real person you know or have worked with.

Use the paper structure below to organize the facts and recommendations for your hypothetical client.

Client demographics: For individual clients, you should include the client’s name, age, marital status, occupation, and relevant family information (such as children or involved siblings or parents). If your client is an agency or organization, describe the type of institution and information on the purpose and employees or clients (for example: A business that specializes in advertising and employs 40 individuals; a high school for children with learning disabilities.) This should be 2–3 paragraphs.
Presenting problem: What is the reason for the client receiving your services? Be specific about the problem, but do not add many extra details by “telling the client’s story.” This should be a 2–3 paragraph description about the problem as the client perceives it.
Goals: What are the client’s main intervention/treatment goals? Two or three goals should be provided, and these should be specific and measurable. When writing goals, remember that these should describe the outcome the client wants to achieve.(1–2 pages)
Relevant theoretical constructs: Which theory is relevant to your client’s case? Describe the relevant points of the theory and if applicable, which stage(s) are present. (1–2 pages)

For example, Erikson’s Psychosocial Theory may be relevant to work with a client who is struggling to develop a sense of self amid peer pressure, particularly the stage of Identity versus Role Confusion. You would clearly describe the main points of the theory and relevant stage(s). Freud’s Psychoanalytic Theory may apply to a client using defense mechanisms when dealing with addiction issues. You would give a general description of the theory and then discuss the relevant defense mechanisms.

Intervention methods: Synthesize the theoretical model you chose above to explain the intervention methods you will utilize to help you client meet the goals. Remember that interventions should be based on documented evidence in your area of emphasis, meaning that you should support your ideas with academic materials to show how they are appropriate. For example, what intervention strategies could be used to help the child dealing with Identify versus Role Confusion? (1–2 pages)
Cultural considerations: What cultural issues will you need to consider when working with your client? Culture can refer to age, gender, race, ethnicity, national origin, religion, sexual orientation, disability, language, and socioeconomic status. (1 page)
Use of technology: Explain how you could use contemporary technology in your work with this client. For example, you could consider how technology is used to:

store and organize records
maintain confidentiality, such as preventing access to client files
screen for symptoms of psychological disorders
conduct therapy and meetings in non-traditional settings, such as through email or videoconferencing

Be sure to address the advantages and disadvantages of using technology for the purpose(s) you choose. (1/2–1 page)

The body of the paper should be 6–8 pages, not including the title page and reference page.

Unit 9 Project Guidelines (Ensure all information reflects in assignment

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Describe the organization’s culture using Schein’s definition of culture

Posted on April 28, 2022 | by Simon KN

Organizational Analysis

After reviewing the keynote and studying the readings, you should now be ready to proceed with your assignment. In this assignment, you will conduct an organizational analysis based on what you have learned from the readings in this unit. Using Collins’ work as a model and framework for advanced organizational analysis (and other references as needed), analyze a system, organization, and/or subsystems. Consider each of the concepts proposed by Collins’ breaking down the organizations’ strategic plan, financial management and systems, organizational structure, leadership, organizational culture, performance outcomes, etc. Collins’ research is good and provides a framework based on science rather than opinion or anecdotal observations. Consider the writings of Senge (1990) found in the Fifth Discipline and other related writers and models when performing an organizational analysis.

As part of this analysis, consider interviewing members of the staff, board members, organizational historians, key administrative personnel (CFO, CEO, CNE, etc.). Review what is written about the organization and its system in the local paper, regional documents, trade journals, etc. These qualitative methods, along with review of clinical, financial and other evaluation measures (quantitative measures), will provide a more holistic perspective of an organizational systems’ performance.

If you choose to perform the analysis of the practice setting in which you intend to do a capstone project, this assignment could provide you with much foundational work for your practice change. “Immerse” yourself into your organizational system, getting to know the inner workings, how decisions are made, informal and formal networks, how change and innovation are perceived, and other organizational system dynamics.

GUIDELINES FOR ORGANIZATIONAL ANALYSIS ASSIGNMENT
Using Collins’ work as a model and framework for advanced organizational analysis (and other references as needed), analyze a system, organization, organization systems and/or subsystems.
Consider each of the concepts proposed by Collins’ breaking down the organizations’ strategic plan, financial management, organizational structure, leadership, organizational culture, performance outcomes, etc. Collins’ work is a good foundational text, along with Fifth Discipline (Senge, 1990) and other related writers and models.
When analyzing an organizational system, along with Collins’ work, consider chaos theory and complexity science (Wheatley, Porter-O-Grady), learning organizations (Senge), change and innovation (Gladwell, Rogers, Quinn). If you have not found these references in the required or recommended course readings, google the names of these authors and learn more about their contributions to understanding organizational behavior and leading complex systems. Such references may be useful in arriving at a greater level of understanding of organizations necessary to truly transform our current health care systems. As part of this analysis, consider interviewing members of the staff, board members, organizational historians, key administrative personnel (CFO, CEO, CNE, etc.). If you are not familiar with the organization/system, it will be essential that you talk to members of the organization who can help you develop a rich understanding of the leadership, culture, and decision-making patterns. Consider what is written about the organization and its system in the local paper, regional documents, trade journals, etc. These qualitative methods, along with review of clinical, financial and other evaluation measures (quantitative measures), will provide a more holistic perspective of an organizational systems’ performance.
The paper should be carefully written in a formal style, based on primary sources, provide an integration of ideas, and be 4-6 pages in length, excluding title page & reference list. Organized flow, logical progression of ideas, and clarity in thought are essential. Please use headings to separate content.

Grading Rubric Criteria Points
Introduction paragraph (one paragraph). There must be a thesis statement at the end of the paragraph that tells the reader the purpose of paper and what will be discussed.
/1
Establishes healthcare organizations in the 21st century as complex adaptive systems (Wheatley, Plesk & Greenhalgh, Deming) and discusses the challenges of transformation of complex systems.
/2
Identify an organization, system or subsystem within a larger system. You may want to use the system in which you have been working or one where you anticipate working.
Give an overall description to include such aspects of the mission, philosophy, values, overall goals, structure, resources, etc.). Discuss whether your organization’s mission and values are alive and well?
/3
Describe the organization’s culture using Schein’s definition of culture (assumptions of group members learning to cope with internal and external pressures and consequently explaining behaviors and feelings within the organization. Reflect on the organization’s norms, traditions, sacred cows. Describe the organization’s climate (dynamic, supportive,
innovative, bold, stagnant, caring, etc.) and employees’ attitudes, fears, and behavior (engagement, commitment, resistance to change, etc.).

Describe the organization’s culture for learning (Senge, Deming). Support discussion with examples.
Discuss the predominant leadership style (central vs. hierarchal, autocratic vs. participative, transformative, etc.) for the organization (Porter-O’Grady). Support your leadership assessment with examples.
/2
Based on Collins’ research findings and conclusions, describe the organization, agency, system, etc. and note the “level of greatness” (Collins). Is there is a “low level” of greatness? What in particular can you identify as lacking? If there is a “high level”? What examples or evidence can you describe to validate this determination of the “greatness level”?
/4
What evidence exists regarding the system’s readiness for change? What are the next steps to ready the organization for change? How can you personally and in the role of a DNP enhance or sustain readiness? Using this system’s analysis, how will you apply this information to a future improvement plan?
/4
Conclusions: Summarize the essential points of paper (one paragraph). /1
Total /20
Deductions:
Papers over the page limit will be penalized by a disregard of content over the page limit.

REQUIRED READINGS:

Thomas, P. (2014). Evaluating organizational frameworks for systems change. In Hall, & Roussel (Eds), Evidenced-based practice: An integrative approach to research, administration, and practice (pp149-170). Burlington, MA: Jones and Bartlett.

Roussel. L. (2014). The nature of the evidence: Microsystems, macrosystems, and mesosystems. In Hall, & Roussel (Eds), Evidenced-based practice: An integrative approach to research, administration, and practice (pp172-184). Burlington, MA: Jones and Bartlett.

Engebretson, J. C., & Hickey, J. V. (2015). Complexity science and complex adaptive systems. In Butts & Rich (Eds), Philosophies and Theories for advanced practice nursing (pp 111-135). Burlington, MA: Jones and Bartlett.

Collins, J. C. (2001). Good to great. New York, NY: HarperCollins Publishers.
The recommended readings are strongly encouraged to broaden your understanding of key concepts relative to organizational science and change theory. The readings have been subdivided into the following categories to help you locate content appropriate to the topics:

Complexity Science
Organizational Culture
Learning Organizations
Change Theory
These readings provide knowledge essential for performing an organizational analysis (the assignment for this unit). You will be expected to integrate important ideas and evidence from this material into your unit assignment.
Keynote

Healthcare in the 21st century is complex; thus, the theory of complexity science is applicable to this new age. The mechanistic mind-set of the industrial years, still in place in many organizations today, is no longer an appropriate thinking for addressing contemporary problems. Complexity science recognizes the many self-adapting mini-systems within each larger system. Nelson, Batalden, and Nelson (2007) describe healthcare systems as consisting of microsystems, mesosystems, and macrosystems. I suggest you do a little reading for yourself to see how the smaller systems fit into the larger and how each system influences the behavior of the others. Because system pieces are dynamic and constantly adapting, outcomes are unpredictable. Most of us, growing up in an industrialized society, are probably more comfortable with linear thinking (where cause and effect provides explanation and predictability); however, the reality is life is “messy”. Plesk and Greenhalgh (2001) state that unpredictability and paradox is inherent in complex systems; consequently, some things are simply unknowable. However, the unknown should not serve as a deterrent to understanding and improvement efforts. We are not victims of systems, we are co-creators.

References:

Nelson, E.C., Batalden, P.B., & Godfrey, M.M. (2007). Quality by design: A clinical microsystems
approach. San Francisco, CA: Josey-Bass.

Plsek, P.E., & Greehalgh, T. (2001). Complexity Science: The challenge of complexity in healthcare. British
Medical Journal 323, 625-628.
Edward Deming suggests four key elements give rise to profound knowledge necessary for improving a system: (a) appreciation of the system, (b) theory of knowledge (in other words, how do we know what we know), (c) knowledge of variation and (d) human behavior. A new lens search for profound knowledge is required for improving our nation’s health care. So what does this profound knowledge stuff really mean?
Take a moment to watch this short video clip applying Deming’s System of Profound Knowledge

As noted in the video, transforming healthcare requires profound understanding of the variables that influence change. Understanding the complexity in practice and processes and leading based on this knowledge is a hallmark of nurses with advanced nursing practice degrees. Now click on next and let’s take a closer look at organizational cultures.
High Reliability Organizations

High reliability organizations (HRO) are safety oriented focusing on system improvement rather than individual improvement. Processes are dependable, meaning one sees the same outcomes with limited variability. An example of minimal variability would be when patients’ wait times are 10 minutes on the average with a range between 5-15 minutes. So let’s take a quick look at what a HRO looks like.
High Reliability Organizations
High reliability organizations (HRO) are safety oriented focusing on system improvement rather than individual improvement. Processes are dependable, meaning one sees the same outcomes with limited variability. An example of minimal variability would be when patients’ wait times are 10 minutes on the average with a range between 5-15 minutes. So let’s take a quick look at what a HRO looks like.

High Reliability Organizations (HRO) are learning organizations as the leadership is these organizations is willing to take risks and is open to learning from mistakes. Senge (1990) describe learning organizations as “organizations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning how to learn together “( p.3). Employee reporting of near misses and medical errors is typically higher in a learning organization, as learning organizations place focus for errors on systems and human error more than on individual blame. A learning organization investigates processes to find opportunities for improvement and looks for ways to put safeguards (i.e. barcoding, time outs, checklists) in place to prevent future errors. The author likens the learning disciplines to leadership disciplines. Those who excel in these areas are the natural leaders of learning organizations.

References:

Kurpuis, D. (Fall, 1993). The Fifth Discipline: The Art and Practice of the Learning Organization (Book
Review). Consulting Psychology Journal, 31-32.
Senge, P. M. (1990). The fifth discipline . New York, NY: Currency Doubleday.

Systems’ thinking has the distinction of being the “fifth discipline” since it serves to make the results of the other disciplines work together for business benefit. Read more about Senge’s theory of learning organizations
Good to Great – By Jim Collins

Collins (2001) in his book Good to Great, and subsequent book (2011) Good by Choice, describe his extensive research of variables and factors occurring in companies that distinguish great companies that have made substantial leaps in performance and sustained excellence in their businesses, management strategies, and practices. Using a methodical approach to selecting the companies, interviewing CEOs, reviewing financial data, studying systems, Collins and his research team analyzed extensive amounts of data. From chaos (extensive data analysis) to concept, Collins (2001) suggests that executives consider the transformation (Good to Great) as a matter of conscious choice and discipline rather than happenstance. The three broad stages of discipline are: disciplined people, disciplined thought, and disciplined action” (p. 12). He uses a “flywheel as a model to captures entire process of going from good to great” (p. 12). Findings

· Level 5 Leadership: More like Lincoln and Socrates than Patton or Caesar.

· First Who . . . Then What: People are NOT your most important asset, the RIGHT PEOPLE make the
difference.

· Confront the Brutal Facts (Yet never lose faith): Have the faith to persevere, yet the discipline to confront
your current reality (Stockdale Paradox).

· The Hedgehog Concept (Simplicity within the three circles): Transcend the “curse of competence,” using
the three circles of the Hedgehog concept:
a. What are you deeply passionate about?
b. What you can be the best in the world at?
c. What drives your economic engine?

· A Culture of Discipline: When you have disciplined people, there is no need for hierarchy; when you have
disciplined thought, hierarchy serves no purpose. When actions are disciplined, excessive controls are not
necessary. “When you combine a culture of discipline with an ethic of entrepreneurship, you get the
magical alchemy of great performance” (p. 13).

· Technology Accelerators: Technology is not used as the primary means of igniting a transformation,
however, good to great companies “are pioneers in the application of carefully selected technologies” (p.
13). Technology is not the root cause of greatness or decline.

· The Flywheel and the Doom Loop: The core of this finding was that good to great was a step-by-step
process. “There was no single defining action, no grand program, no one killer innovation, no solitary
lucky break, no miracle moment” (p. 14). This was a relentless process, turn upon turn, building
momentum until the point of breakthrough and beyond (p. 14).

References:

Collins, J. C. (2001). Good to great. New York, NY: HarperCollins Publishers.

Collins, J. (2005). Good to Great and the social sectors. Boulder, CO: Jim Collins Publisher.

Collins, J. (2011). Good by choice. New York, NY: HarperCollins Publishers.

The following is a summary of the book for audio and visual learners:

Organizational culture (OC), the backdrop for change, is the sum total of an organization’s beliefs, norms, values, mission, philosophy, traditions, and sacred cows. It is a social system that is literally a subsystem of the total organization. The OC consists of artifacts, perspectives, values, assumptions, symbols, language, and behaviors that have been effective over time and support the “way we do things around here.” OC includes communication networks, both formal and informal. The communication networks include a status/role structure that relates to characteristics of employees and customers or clients. Such structures also relate to management styles, whether authoritative or participatory. Organizational culture evolves over time and runs deep. The importance of understanding situational or environmental context cannot be underestimated when attempting change. There are multiple readings in your required readings that will broaden your understand of organizational culture. Many of the articles in this section relate to organizational culture. Read extensively… enrich your knowledge… knowledge is power!

When considering a transformational change, the organization’s culture can provide context for the change (Roussel, 2013). Understanding one’s practice environment is essential to determining readiness for change. As you study an organization, ask yourself if the organization is ready for change? If yes, why? If no, why not? If an organization is not ready, do you abort the change collaborative or do you persist? If you choose to persist, what obstacles do you anticipate? How will you surmount the barriers? These important questions must be considered during the planning stage of change. Newhouse (2010) offers insight into several tools that have been used to assess an organization’s readiness for change. Study the key elements of these tools to gain knowledge of the elements of an organizational assessment.

References:

Newhouse, R.P. (2010). Instruments to assess organizational readiness for evidence-
b ased practice. Journal of Nursing Administration 40, 404-407.

Roussel, L. (2013) Management and leadership for nurse administrators. (6th ed.). Sudbury, MA: Jones

Please review the video with the instructions, thanks.

smile smile . .

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Discuss using current literature TWO (2) ethico- legal issues related to your chosen scenario (10 marks). Exceptional discussion related to the ethico-legal issues related to the scenario. Sources used are exceptional to support work.

Posted on April 7, 2022 | by Simon KN

Exceptional critical discussion noted

Promoting mental health and wellbeing

Essay – Promoting mental health and wellbeing (1000 words)

Aim of assessment
The purpose of this guided essay is to enable students to consolidate nursing/midwifery issues covered in class materials and to determine students’ understanding of the topics and applications, in preparation for transition into the professional nursing and midwifery workforce. This is a guided essay based on a case study where the students respond by answering a series of questions.

Details
Using EITHER Scenario A or Scenario B- please answer the following questions:

1. Investigate and outline the prevalence/incidence of depression / anxiety (depending on the scenario you have chosen) in Australia – Your answer needs to cover: gender, age groups, specific risk groups, hospitalisations.
2. Using current literature discuss TWO (2) factors that may have contributed to the development of the client’s presentation and mental health concerns.
3. Using current literature discuss TWO (2) ethico-legal issues related to your scenario.
4. Identify TWO (2) nursing/midwifery concerns / problems with evidence from your chosen scenario- Your risk identification should be focused on the next 1-5 days of nursing/midwifery care for your client.
5. For each nursing / midwifery concern / problem you have identified in Question 4, outline and describe TWO (2) evidence based nursing / midwifery interventions (ie; what you would actually do as a nurse / midwife to support the person and how you would do it). Your interventions should be focused on nursing / midwifery care for your client over the next 1-5 days. They must be interventions which you would actually undertake directly with your client within your role as a nurse or midwife. You are also required to provide a clear rationale for each nursing / midwifery intervention (ie. why have you chosen the particular nursing interventions? How will the interventions support the person or contribute positively to their current presentation or concern?) Each intervention and rationale must be supported by current literature.

Scenario A
David has been referred to you in the Emergency Mental Health Community Team by his GP. His GP is concerned about David’s mental health state and risks to self. David is a 23 year old man, currently living with his mother. Both David and his brother, Peter, have a positive relationship with their mum. David’s mother and father divorced when he was 15 years old. Before his parent’s divorce, David had a positive relationship with his dad. However at the time of his parent’s divorce David became very angry towards his dad. David also directed his anger towards his friends at the time and he quickly became isolated from his peers, ultimately leaving school at 15 years old, at the end of year 9. David and his older brother, Peter, aged 25, had shared interests of bike riding and computers during their teenager years. During your meeting with David, he stated that he did feel that he and his brother had a close relationship and friendship. However, he acknowledged that they had become more distance in recent years. David has had three past heterosexual relationships lasting several months. His last relationship finished two months ago. His most recent girlfriend has disclosed she is three months pregnant and does not wish for David to be involved in the care of the baby.
After leaving school, David had a number of part time labourer jobs. Each job lasted for two to three months. His most recent employment, over a year ago, was terminated by the employer as a result of conflict with his colleagues. David had left three of his previous jobs on his own accord as he felt “he just didn’t fit in”. He recalled a constant feeling of agitation and sadness at the time. During your contact with David, he has not worked for at least a year. He has contact with his father and brother every month or so. Many of the contacts with his father and brother end in verbal hostility. During the assessment with David, you notice he becomes distressed and tearful on your questioning. He reports recent weight loss. He discloses he has been having difficulties sleeping, feeling exhausted and increasingly depressed. You make further attempts to find out what has been happening for David and to engage with him. He asks you to stop questioning as he is ashamed of how he is currently feeling. He is worried about letting his mum down as they have always had a positive relationship. He declines to look at you while you ask him about thoughts of suicide. He does not wish for you to have any discussions with his family.

Scenario B
Tracey is a 35 year old woman who presents for assessment to the Emergency Mental Health Community Team. She is six months pregnant with her third child. Her other children, to her ex-partner, are aged three and five. Tracey is in a heterosexual relationship with her partner of one year, Peter. Peter moved in to live with Tracey and her children eight months ago. The children’s father is distressed about Peter moving in to live with his children. There is verbal hostility between Tracey and her ex- partner each time he visits to collect the children for a weekend visit. Her ex- partner frequently states he is making arrangements for court to have full time care of the children. Tracey and her current partner, Peter, are in $35,000 uncontrolled debt after a recent new joint business venture failed. A finance company calls weekly requesting payment. Tracey and her partner stopped making the mortgage repayments three months ago, with the belief that dealing with the uncontrolled debt would be a better option. Her parents are supportive but live in Queensland. Tracey is able to have face to face contact with them once a year. She does chat with her parents over telephone every week if possible. Tracey states she is worried about how she will cope with her two children and new baby. She reports low mood, weekly panic attacks and fleeting thoughts of suicide. During your meeting with Tracey, you note she is fidgety and restless, breathing rapidly, shaking slightly, sweating and tearful. She is not wishing to actively engage with the mental health services, for fear it will impact on her having care of her children, stating she will visit her General Practitioner (GP).

Important details about your assessment
? Refer to marking criteria and standards for mark allocation for each question.
? This guided essay does not require a standard essay introduction or conclusion.
? The use of tables or column layouts to answer questions 4 and 5, is encouraged.
? There is a word limit of 1000 words.
? You are required to organise your answers in order of questions; by referring to the question
number in your answer.
? Marks will be allocated for academic writing and referencing.

Marking criteria and standards:
Assessment 1 – Guided Essay – Promoting Mental Health and Wellbeing

Investigate and outline the prevalence/incidence of depression / anxiety (depending on the scenario you have chosen) in Australia using current literature. (10 marks). The details related to the prevalence/incidence of depression or anxiety are exceptional and of the highest quality. The answer is well supported by relevant literature. The details related to the prevalence/incidence of depression or anxiety are accurate and of superior quality. The answer is supported by relevant literature.

Discuss using current literature TWO (2) factors that may have contributed to the development of either David’s or Tracey’s presentation and mental health concerns. (10 marks). Discussion consistently conveys evidence of analysis and synthesis showing exceptional understanding of the factors that may have contributed to the client’s presentation and mental health concerns. Sources used are exceptional to support work. Exceptional critical discussion noted. Discussion consistently conveys evidence of critical analysis and shows superior understanding of the factors that may have contributed to the client’s presentation and mental health concerns. Sources used are accurate and superior to support work. Superior critical discussion noted.

Discuss using current literature TWO (2) ethico- legal issues related to your chosen scenario (10 marks). Exceptional discussion related to the ethico-legal issues related to the scenario. Sources used are exceptional to support work. Exceptional critical discussion noted. Superior discussion of the ethico-legal issues related to the scenario. Superior critical analysis and discussion noted. Sources used are of high standard.

Identify TWO (2) nursing/midwifery problems/risks with evidence from your chosen scenario. (5 marks). Exceptional identification of TWO (2) nursing/midwifery problems/risks with clear evidence and relevance to the case study chosen. Superior identification of TWO (2) nursing/midwifery problems/risks with clear evidence and relevance to the case study chosen.

For each nursing/midwifery problem/risk you have identified in Question 4, Outline and describe TWO (2) evidenced based nursing/midwifery interventions and rationales for each. (10 marks). Exceptional; clear concisely written relevant nursing/midwifery interventions. Sources used are exceptional to support work. Exceptional critical descriptions noted. Superior; well written relevant nursing/midwifery interventions. Superior descriptions noted. Sources used are of high standard.

Academic writing & referencing skills (5 marks). Exceptional referencing: both in text and final reference list according to APA style. Extensive, relevant current academic reference list effectively utilised. Publishable writing style and use of language. Superior referencing, with adequate and correct in text and final reference list according to APA style. Comprehensive, relevant, list of current academic references used. Superior writing style and use of language; no errors in spelling, grammar, or punctuation.

Discuss using current literature TWO (2) ethico- legal issues related to your chosen scenario

Posted on April 7, 2022 | by Simon KN

Promoting mental health and wellbeing

Essay – Promoting mental health and wellbeing (1000 words)

Details
Using EITHER Scenario A or Scenario B- please answer the following questions:

Marking criteria and standards:
Assessment 1 – Guided Essay – Promoting Mental Health and Wellbeing

Explain how the management of our company using the mission vision and/or values to provide guidance should react to this issue.

Posted on April 5, 2022 | by Simon KN

The State Healthcare Management Company (a fictitious company) has been established to provide coordinated healthcare to state workers. You are a new manager in this company. Your supervisor has asked you to review your company’s mission, vision, goals and strategies. She/he posed the following questions and has asked you to provide a report (5 – 8 pages) answering each question. Your report should follow APA guidelines and include at least four outside resources.

Given:
The mission of the State Healthcare Management Company is to improve access to cost-effective, quality health care services for state workers.

Our vision for the next three years includes:

The public and government agencies are confident that our customers are being treated fairly in the determination of eligibility and benefits.
Healthcare providers see us as proactive partners to provide preventative care to our customers.
Turnover of key personnel is minimal, with sufficient staff education to insure compliance with new regulations.

Our values are:

Provide prevention and early intervention information to help customers make good health care choices.
Negotiate with suppliers, including service providers, to achieve value for customers
Assess, evaluate and continuously improve the quality of our work.

Our strategic goals for this year are:

Increase the number of state workers covered to 70% of the population of state workers
Improve Health Outcomes by linking provider payments to decreasing occurrences of the customer’s disease outbreaks
Contain Health Care Costs by asking for specific evidence from physicians when they request payment for customer care
Improve the long-term care service delivery system by identifying a baseline for nursing homes.

Questions:

Do you believe our company’s mission, vision and values statements align well? Why or why not?
I noticed that the vision statement does not address diversity. How would you change it to include diversity in hiring?
Understanding that the employees must actively work towards the strategic goals established, describe an activity that each of the members of the following teams should work on that are supportive of one of the strategic goals.
1. Finance
2. Marketing
3. Human Resources
Do our company strategic goals relate directly to our vision and values? Why or why not?
What should be added to the values to address the ethics of the business?

Your supervisor also asked you to use the internet and/or the Argosy online library to research a recent (within the last year) article that describes the current difficulties faced by healthcare companies regarding new or impending government regulations.

Summarize the article you found in 1-2 paragraphs and explain how the concepts presented in the article could affect our company.
Explain how the management of our company, using the mission, vision and/or values to provide guidance, should react to this issue.
Why is it important for healthcare companies to keep current with the competition’s strategies and new regulations?
Should a healthcare company rely solely on competitive research in developing their strategies? Why or why not? Provide sufficient detail.

Submit the report to the M3: Assignment 2 Dropbox by Wednesday, April 10, 2013.

Assignment 2 Grading Criteria	Maximum Points
Compares and explains alignment of mission, vision and values	20
Suggests revision of the vision statement to include mention of diversity in hiring practices.	20
Suggests revision of the vision statement to include mention of diversity in hiring practices.	20
Compares vision and values to strategic plans.	16
Describes what should be added to the values to address ethics.	16
Summarizes article and explains how the concepts presented in the article could affect the company.	16
Explains how the company should react to the issue based on their mission, vision and/or values.	16
Provides a valid reason for using competitive and government research in developing a strategy.	16
Provides an analysis of why relying solely on competitive research can limit a company to just being reactive to change.	16
Style (4 points): Tone, audience, and word choice Organization (12 points): Introduction, transitions, and conclusion Usage and Mechanics (12 points): Grammar, spelling, and sentence structure APA Elements (16 points): In text citations and references, paraphrasing, and appropriate use of quotations and other elements of style	44
Total:	200

Using Professional skepticism, identify and explain the fraud risk factors that your audit team has to keep an eye out for during your audit of Omancell

Posted on November 19, 2021 | by Simon KN

Using Professional skepticism, identify and explain the fraud risk factors that your audit team has to keep an eye out for during your audit of Omancell

Guidelines and further information about assignment:

Assignment must be submitted with the “Turnitin” report. If the report generated indicates a similarity index percentage of 20% or more, a review of your assignment is necessary to ensure the same is reduced to less than 20%.

Student declaration:

I certify that the work contained in this assignment was researched and prepared by me:

Signature: _________ Date: _

Submission time and date

You should submit the assignment by the time and date mentioned otherwise a ‘NA’ will be awarded. Fill in the form cover and staple it with your assignment. Make sure that all the relevant details are complete. Assignments must be submitted by the due date. You may include diagrams, figures etc without word penalty.

Plagiarism Writing

1. Plagiarism occurs if you use somebody else’s work in an assignment or exam answer, but fail to state where you got the material from. You need to be also very careful about the amount of words you are using from somebody else’s work.

2. It can happen in any type of assessment where you are given the questions or tasks in advance.

3. If another student uses your work in his/her answer(s), both you and he/she will be punished when caught.

4. Punishments for committing plagiarism can be very severe.

Using Professional skepticism, identify and explain the fraud risk factors that your audit team has to keep an eye out for during your audit of Omancell

Details

Plagiarism is a form of cheating in which students use the work of others and present it as their own. It may include all or any one of the following –

1. Copy extensively from the work of others (from sources such as books, magazines, journal, web-sites etc) and submit the work as your own.

2. Copy another students’ work and submit it for assessment under your own name.

3. Allow another student to copy your work and then submit it for assessment under their own name.

What happens if you get caught?

The examining body of CBFS may punish offending students in any manner that they deem fit. Typical punishments may range from reduction in grades, making students re-sit modules and even failing students on a module or an entire award. The college considers this form of cheating as a serious offence. Therefore be forewarned!

Scenario

You are the audit manager of Ahmed and Saif Chartered Accountants. You are at the planning stage of the audit for Omancell for the year ended 31 December 2021. Omancell is a high-end retailer of latest flagship model mobile phones. Given below are the notes that you have made following a meeting with Mr. Omar, the financial controller:

Omancell has been facing tough competition in the market. The Covid pandemic has worsened it, as customers now prefer online retailers. This has resulted in physical retailers going out of business.

A new management structure has been implemented. There are new divisional managers appointed with the shop managers reporting to them. There are approximately 10 shops under each divisional manager. The divisional managers have been given challenging financial targets, with substantial incentives linked to these targets, with the aim of motivating them to achieve it. In the previous board meeting it has been decided to cut the bonus amount paid to the shop staff for the festive season.

In response to the recommendations made in the previous year’s Report to Management, Omancell has brought a couple of new changes. Firstly, the company has also sold several of the shops they owned under the sale and leaseback arrangements and have made a gain on the same. They have also put a new inventory management system into place. In the initial months after implementation, there were difficulties in the operation of the system. However, a detailed report has been submitted to the Board in their previous meeting, by Abdullah, the chief accountant, confirming that the issues were fixed and now the system is producing reliable information for Omancell’s use. Omar commented that Abdullah took the initiative to sort the issues with the system, especially working long hours including weekends and refusing to take leave until the system was functioning well. The company has also sold several of the shops they owned under the sale and leaseback arrangements.

In the course of your work you also come across instances of non-adherence to management policies. When talking to a couple of divisional managers about this you understand that the divisional managers are unhappy with the large number of policies in place as it is time consuming to keep up. You also understand that they reluctant to have controls in place as they feel it is cumbersome and involves lot of paperwork.

Omancell is considering to raise new capital by share issue post year end, to finance an online presence to keep up with customers’ changing preference and also to expand into other Middle East countries. Hence, Omar has requested that the signed audit report be provided by 1st February 2022 (4 weeks earlier than usual). Omar has also offered to provide the latest flagship phones of high-end companies as a gift for their hard work.

Omar has completed CPA and, in his studies, and continuous professional development sessions heard about the need for accounts to act in public interest. Omar has requested that Fathima, an audit senior in your department be assigned to the audit of Omancell. Fathima does not have experience in audits of retail sector and has not been previously assigned to the audit of Omancell. On further investigation, you understand that Fathima is Omar’s niece.

During the year the company has established a pension plan for the employees. Omar has asked you to speak to the engagement partner about providing valuation services for the same.

a. Using Professional skepticism, identify and explain the fraud risk factors that your audit team has to keep an eye out for during your audit of Omancell. (15 marks)

b. Identify and evaluate the violations to ethical principles, including the nature of threats it poses. Also recommend suitable actions Omancell can take to mitigate these threats. (10 Marks)

Word Limit of 2500 word (10% + or -)

(Total 25 Marks)

Using intrinsic motivation in the classroom

Posted on November 1, 2021 | by Simon KN

Topic: Using Intrinsic Motivation in the Classroom

Abstract

Owing to the importance of intrinsic motivation to the life of an individual, it is of interest particularly to educational psychologists; hence it’s the major concern of this research paper. The paper gives a brief introduction on the concept of motivation, motives, theories that describe the principle of motivation, types and classification of motives, types of motivation namely intrinsic and extrinsic motivation. It further gives a brief historical background of intrinsic motivation, literature review on major findings on intrinsic motivation, and current issues on the topic touching on traits of people who are intrinsically motivated. A comprehensive summary of how the concept of intrinsic motivation can be applied in an elementary school classroom environment to enhance the Teaching/Learning process is further given.
I.0 Introduction

Being the driving force behind all individuals’ behavior, the study of motivation has been of particular interest to psychologists. Motivation refers to arousal or tendency to act in producing an effect. According to Hayamizu, T (1997), Myer (1990) defines motivation as: The motives, needs or desires that serve to energize behavior directing it towards a goal. It can also be defined as those phenomenons which are involved in stimulation of action towards particular objectives where previously, there was little or no interest or movement towards those goals. Motivation is therefore more or less a hypothetical concept ingrained in an individual.

Motivation arises from ‘motives’ which may be defined as the factors which energize behavior directing it towards a goal. It is motives that arouse an organism to engage in any activity and to sustain interest for a given period of time in that particular activity. It is motives that directs and regulate behavior towards a goal. Examples of classification of motives include: Cognitive motives which refer to the motives within an individual directed by values, goals and principles. Self expression motives are those directing an individual primarily to acquire adequate knowledge, develop the ability to master and solve problems pertaining to a given concept. Affiliative motives are those that bring about the desire to establish, maintain or restore relationships which may be a friendly or affectionate relationship or the need for approval and co-operation with others. Others include physiological and achievement motives, Bénabou,R & Tirole, J. (2003).

Several theories have been advanced in the understanding of the principle of motivation. Developed by B.F Skinner, the Behaviorist perspective emphasizes that people are motivated by the need to obtain reinforces and to avoid punishment. This perspective therefore advocates for the use of rewards and incentives as a form of reinforcement. The Humanistic perspective developed by Abraham Maslow states that people are motivated by conscious desire for [1]personal growth. Maslow believed that humans have the inherent desire and the capacity to self actualize which is a self initiated striving for one to become whatever one believes he is capable of being, Bateman, S.T (2008).

There are two principal types of motivation, namely Intrinsic and Extrinsic motivation. Extrinsic motivation result from externally elicited rewards such as better salary, prestige, power. Conversely, intrinsic motivation comes from within an individual. One derives pleasure from the activity or task he is engaged in making it internal.

Brief History of Intrinsic Motivation

Much effort was put into the study of intrinsic motivation in the 20th century; however Bateman, S.T. 2005, asserts that the emergence of the concept of intrinsic motivation can be traced back to the times and works of B.F skinner. During this period, most professional psychologists advocated for behavior modification programs as a way of coercing individual to adopt a desired behavior. These programs largely advocated for the use of external reward and punishment. The emergence of intrinsic and extrinsic motivation as opposing concepts continued to be seen by most researchers as they sought to establish the extent to which internal orientation and drives affected performance in comparison to external manipulations. There has been historical controversy on whether extrinsic motivation undermines intrinsic motivation, Bateman, S.T (2008).

II Literature Review

According to Bénabou,R & Tirole, J. (2003), psychologists have generally accepted the two broad classification of motivation; the extrinsic and the intrinsic motivation. Extrinsic motivation result from externally elicited rewards such as better salary, prestige, power. People are therefore compelled to act by external factors. In a classroom setting the reason for doing work is outside the learner. A learner’s behavior is therefore shaped by a variety of reward systems. In most cases, learners pay attention to the rewards and not what they are learning, Lepper,M. Iyengar, S.S & Corpus, J.H (2005). The learners’ primary concern would therefore be to maximize on the rewards by meting the standards set by the governing authority rather than act voluntarily for his own self fulfillment. The learners may not therefore value what they learn hence may just do it for the sake the reward. Punishment which is cohesive power may also be used as an external motivator. This may lead to learners developing a hatred of the system as a result of punishment making them to become inattentive and learning is tainted, Calumet(2008) . Intrinsic motivation comes from within an individual. One derives pleasure from the activity or task he is engaged in making it internal. In a learning environment, the learner works by him/her self, therefore he/she constantly seek knowledge for its inherent value. Some of the internal motivators put forth by psychologists include; need for responsibility, achievement, self challenge, variety, curiosity, need for control, fantasy, and competition with others. It therefore has positive results, Calumet (2008).

The general traits of people who are intrinsically motivated are similar to those of high achievers. According to Bateman, S.T (2008), research carried out on 833 respondents in different occupations revealed a high positive correlation between intrinsic motivation and high achievement, (r=0.4). This high positive correlation is an indication that intrinsically motivated individuals are likely to be high achievers. These individuals do best in competitive situations. Most of them are fairly fast learners. They are also self confident leading to development of competency. They take responsibilities willingly hence they do not see responsibility as a form of punishment. They are relatively resistant to social pressure as they are actively pursuing their goals.

Intrinsically motivated individuals are also energetic and self driven. Their main focus is the achievement of their goals. They therefore set realistic and challenging goals for themselves and set out to achieve them. Hayamizu, T (1997).

Efficacy and adequacy are increased in an intrinsically motivated state of behavior. Intrinsic motivation thus makes behavior selective as it is a state within an organism that activates the organism towards a goal. Intrinsically motivated learners have been found to have high levels of self efficacy, Lepper,M. Iyengar, S.S & Corpus, J.H (2005)According to Calumet(2008), intrinsic motivation gives rise to achievement motives. These refer to the desire to complete challenging tasks successfully. In most cases, high levels of intrinsic motivation leads to excellence as one actively seeks success or achievement of a high status of recognition.

Intrinsic motivation should be developed within a classroom early in life. When developed in the elementary stages of life, learners develop internal [2]drives which enable them to always attain pleasure in learning. As opposed to extrinsic motivation where learners would be doing things based on external factors.

Teachers can enhance the development of intrinsic form of motivation by limiting the rewards. The reward system is common in many American Classrooms. Besides, most education systems advocate for good grades in examinations and other tests.

According to Lepper,M. Iyengar, S.S & Corpus, J.H (2005), research carried out by various researchers indicate that learners’ intrinsic motivation decreases as one becomes older. This may be attributed to, a shift in priorities, peer influence, increased levels of anxiety, truancy, and learning disabilities which are age related. Their commitment to class work and to their desired goals decreases. These factors, which are an indication of the decline in intrinsic motivation, may directly lead to a decline in achievement. This could be evidenced by increased cases of indiscipline, decline in academic performance evidenced by failing grades, truancy all of which may eventually lead to dropping out of school before graduation. Despite one having the ability and intelligence to succeed he/she may be unable or unwilling to apply these abilities in the school setting due to lack of intrinsic motivation. It is therefore necessary that as a learner advances in his/her academics, programs which encourage the development of intrinsic motivation should be adopted.

III. Implementation

The application of principles of motivation in classroom situations has been of interest to educational psychologists. This is because; motivation plays a crucial in the success or failure of a learner in a classroom setting. Motivation will particularly affect a learner’s response to a particular subject, teacher, other learners and the learning process as a whole.

Intrinsic motivation is particularly associated with high educational achievement. Learners who are intrinsically motivated set standards towards a particular goal and work hard towards their achievement. Intrinsically motivated learners may certainly perform better in school as they have interest in schoolwork and have great desire to master skill and knowledge in schools.

As a teacher of elementary school learners, I should be able to assist learners to avoid failure by giving them tasks which they are capable of performing. This enhances their self concept and self respect. It also raises their self esteem, which naturally enables them to develop intrinsic motivation. I should also help learners to set short and long-term goals. Short term goals would help the learners in the mastery of topics during the progress of learning. The long-term goals on the other end would assist learners in passing examinations and in attainment of good grades.

Provision of relevant, immediate and meaningful feedback to learners would help my learners develop intrinsic motivation. Feedback encourages learners to strive harder; besides, they are able to gain important insight on their strengths and weaknesses. Learners will therefore, work to constantly improve themselves.

Allowing each learner to experience some amount of success in my class would enable every learner to set his/her goals in future tasks based on internalized principles that he/she is capable of executing a certain behavior or reaching certain goals. I should therefore encourage learners to perform tasks where they have high chances of succeeding. Teach in a meaningful purposeful way encouraging learners to plan their class activities, do assignments themselves without overlying on external supervision. Assure learners that they can be successful reminding them of the success of other learners like them.

By making Teaching/Learning interesting, enjoyable and entertaining, learners are able to develop equilibrium or competence from within rather than overly relying on external rewards. The more learners are motivated internally, the less the motivation I have to provide as a teacher should also make learning practical by relating learned information to real life situations. This I can achieve through the use of diagrams, charts, outlines and other learning resources.

As a teacher the use intrinsic motives such as curiosity, competence, interest, need to achieve, would help my learners to see relationships between information leading to better understanding. I should also rehearse important points and ask questions before and during the lesson. This would make me effectively prepared for my lessons well in advance so as to show competence during the lesson. Competence elicits interest on a learner enabling them to internalize the desire to learn hence developing intrinsic motivation. I should also encourage distributed practice as a way of study for my learners as opposed to mass practice (cramming). Distributed practice is a sign of intrinsic motivation as learners study even in the absence of an examination or other form of assessment. This would naturally leads to better grades, as learners practice over time.

Drives arising from within an individual are important as it controls the effort put in place by a learner in a particular subject. Learners engage in activities in which they derive pleasure and enjoyment. It would encourage them to face challenges and any obstacles in achieving their goals. It is therefore necessary for a teacher to establish a learning oriented environment which would focus learner’s attention. This would in turn lead remembrance of particular objects or objectives.

Using class discussions in my class would provide learners with vital information about their abilities in comparison with other learner. An intrinsically motivated learner would strive to master academic concepts on his/her own rather than rely on the teacher. I can use intrinsic motivation to develop interest within learners. This can be set by encouraging independence in a classroom rather than letting learners over depend on the teacher’s guidance. This would enable a learner to gain interest in the study of a topic, mastering it leading to achievement of good grades. In a classroom setting, a motivated learner is driven by interest rather than desire to please a teacher.

IV. Conclusion

From the above discussion, it is evident that intrinsic motivation is the key to educational success. Intrinsically motivated individuals are responsible in their work, independent, energetic, self driven, focus on achievement of goals, set realistic and challenging goals, are better problem solvers and above all perform better in school than other learners, Tickle, Stella et.al. (2001). All educational systems should adopt its principles as the major form of motivation in schools. However, the achievement of intrinsic motivation will surely take time owing to the established trends of extrinsic contingencies and incentives in many Classrooms.

As a teacher, I need to develop intrinsic behavior in my learners in all my subjects by giving students what they are capable of doing, helping them set short and long term goals, providing immediate and meaningful feedback on any form of evaluation, allowing my students to experience some amount of success, making my lessons practical, interesting, enjoyable and entertaining, encouraging my students to use distributed practice rather than mass practice and encouraging class discussion as a method of learning. It is evident that constructive behavior should be determined by our thinking and inner beings and not rewards and punishment. Emphasis should therefore be placed on intrinsic motivation because of its inherent values.

References
1. Bateman, S.T (2008). Intrinsic and Extrinsic Motivation. Current Directions in Psychological Science, Volume 9, Issue 1, Page 22-25
2. Bénabou,R & Tirole, J. (2003) Intrinsic and Extrinsic Motivation. Review of Economic Studies, Volume 70, Issue 3, Page 489-520.
3. Calumet(2008) Intrinsic motivation. Retrieved from the net on 1/06/08 from: http://education.calumet.purdue.edu/vockell/EdPsyBook/Edpsy5/Edpsy5_intrinsic.htm
4. Hayamizu, T (1997) Between Intrinsic and Extrinsic Motivation: Examination of Reasons for Academic Study based on the Theory of Internalization
Japanese Psychological Research Vol.39 (2) , 98–108
5. Lepper,M. Iyengar, S.S & Corpus, J.H (2005) Intrinsic and Extrinsic Motivational Orientations in the Classroom: Age Differences and Academic Correlates. Journal of Educational Psychology,Vol.97, No.2,184-196.
6. Tickle, Stella et.al. (2001) Learning styles; Students; Research. Journal of Kybernetes, Vol.30, No. 7/8, 955-969.

[1] The perspective emphasizes the intrinsic sources of motivation.
[2] These may at times be lifelong.

CHAPTER 1: INTRODUCTION

1.0 Background Information

1.1 Problem Statement

1.2 Purpose of the Study

1.3 Conceptual Framework

1.4 Significance of the Study

1.6 Assumptions

1.7 Outline of the Paper

CHAPTER 2 LITERATURE REVIEW

2.0 Reading Research: Historical Overview

2.1 Fluency and Reading

2.2 Repeated Readings and its Impacts on Fluency and Comprehension Skills

2.3 Repeated Readings and Fluency among Students with Learning Difficulties

CHAPTER 3: DISCUSSIONS AND CONCLUSIONS

3.1 Discussions

3.2 Implications for Teachers

3.3 Conclusion

3.4 Implications for Future Research

References

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Using Professional skepticism, identify and explain the fraud risk factors that your audit team has to keep an eye out for during your audit of Omancell

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