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[Solved] Lateral thinking

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– a year ago **files (2)** – ## lateralthinking.docx – ## MidCoursePresentation-CREATIVITYENTREPRENEURSHIP-DePaulUniversity.pdf **## lateralthinking.docx** Create a PowerPoint presentation with 4-5 slides. As your final project, add 4-5 more slides to make one complete deck. You will also create a v…

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Assignment Prompt & Instructions

– a year ago

**files (2)**

– ## lateralthinking.docx

– ## MidCoursePresentation-CREATIVITYENTREPRENEURSHIP-DePaulUniversity.pdf

**## lateralthinking.docx**

Create a PowerPoint presentation with 4-5 slides. As your final project, add 4-5 more slides to make one complete deck. You will also create a voiceover to accompany both presentations. Each set should be 4-5 minutes in length. If it is longer, edit it down.

Choose one theory from the following:

Lateral Thinking

**ISBN:** 9780062043276

**Authors:** Edward De Bono

**Publisher:** Harper Collins

**Publication Date:** 2010-09-07

Lateral and Vertical Thinking

Sustaining and Disrupting Innovation

Drucker's Seven Sources of Opportunity – Choose no more than three

Traditional vs. Social Entrepreneurship

SCAMPER

2. Define the theory in four to five PowerPoint slides with voiceover. Use your own words and quotes from the text. Be specific. Be detailed. No need for a title slide.

Give yourself time to record a few versions and listen to them before submitting. Check your grammar and layout. Be creative! The slides should mainly be images that you reference. Use examples. Don't read the slides. The idea is for you to present your understanding of the concepts, making them easy for your audience to understand. Speak slowly and clearly. Rerecord as needed. Don't assume you've got the best one the first time. Record it a few times and submit the best.

I am attaching a rubric so prepare myself for something for that

**## MidCoursePresentation-CREATIVITYENTREPRENEURSHIP-DePaulUniversity.pdf**

Midterm and Final Project Rubric
Course: CREATIVITY & ENTREPRENEURSHIP

Criteria
Proficient Outcome
6 points

Competent
Outcome
4 points

Developing
Outcome
2 points

Criterion Score

Thesis / 6

Organization / 6

The introduction

or first slide

contains one or

more sentences or

phrases that

clearly define and

demonstrate the

student’s

intentions for the

essay.

The introduction

or first slide

contains one or

more sentences or

phrases that

suggest the

intention of the

essay but lack

clarity.

The thesis

statement is

unclear or not

present in the

introduction of

the paper or the

first slide and the

intention of the

writer is unclear.

The written text

demonstrates a

logical

arrangement of

paragraphs, a

logical use of

transitions

between

paragraphs, and a

logical

organization of

ideas within

paragraphs.

The written text

demonstrates a

generally clear

arrangement of

paragraphs, a

generally clear use

of transitions

between

paragraphs, and a

generally clear

organization of

ideas within

paragraphs.

The written text

demonstrates a

confusing

arrangement of

paragraphs, a

formulaic use of

(or lack of)

transitions

between

paragraphs, or a

confusing

arrangement of

ideas within

paragraphs.

5/24/25, 4:02 PM Mid Course Presentation – CREATIVITY & ENTREPRENEURSHIP – DePaul University

https://d2l.depaul.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?ou=1080440&db=1012411 1/3

Criteria
Proficient Outcome
6 points

Competent
Outcome
4 points

Developing
Outcome
2 points

Criterion Score

Development / 6

Writer's

Authority

/ 6

The written text

effectively

employs reasons

and evidence—i.e.,

all reasons

support the text’s

purpose, and

specific evidence

supports all

reasons. Evidence

is data and fact

based or

persuasively

interprets the

data.

The written text

adequately

employs reasons

and evidence—i.e.,

most reasons

support the text’s

purpose, and

specific evidence

supports most

reasons.

The written text

employs some

faulty reasons or

inappropriate

supporting

evidence—i.e.,

most reasons do

not support the

text’s purpose,

and/or specific

evidence is not

provided for most

reasons.

The writer’s voice

in the text

demonstrates a

comprehensive

understanding of

the content and a

personal

engagement with

the content (via

the writer’s ideas,

values, beliefs).

The writer’s voice

in the text

demonstrates a

general

understanding of

the content and

some personal

engagement with

the content.

The writer’s voice

in the text

demonstrates

neither

understanding of

the content nor

personal

engagement with

the content.

5/24/25, 4:02 PM Mid Course Presentation – CREATIVITY & ENTREPRENEURSHIP – DePaul University

https://d2l.depaul.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?ou=1080440&db=1012411 2/3

Total / 30

Overall Score

Criteria
Proficient Outcome
6 points

Competent
Outcome
4 points

Developing
Outcome
2 points

Criterion Score

Readability / 6The written text

contains few or no

errors in spelling,

grammar,

punctuation or

sentence

structure. Style is

effective.

Documentation is

thorough and

effective.

The written text

contains some

errors in spelling,

grammar,

punctuation, or

sentence

structure, but

these errors do

not interfere with

comprehension.

Style is

appropriate.

Documentation is

thorough and

competent.

The written text

contains

numerous errors

in spelling,

grammar,

punctuation, or

sentence

structure that

interfere with

comprehension.

Style is

inappropriate.

Documentation is

incomplete,

ineffective, or

incompetent.

Proficient Outcome
30 points minimum

Competent Outcome
20 points minimum

Developing Outcome
10 points minimum

5/24/25, 4:02 PM Mid Course Presentation – CREATIVITY & ENTREPRENEURSHIP – DePaul University

https://d2l.depaul.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?ou=1080440&db=1012411 3/3

**## MidCoursePresentation-CREATIVITYENTREPRENEURSHIP-DePaulUniversity.pdf**

Midterm and Final Project Rubric
Course: CREATIVITY & ENTREPRENEURSHIP

Criteria
Proficient Outcome
6 points

Competent
Outcome
4 points

Developing
Outcome
2 points

Criterion Score

Thesis / 6

Organization / 6

The introduction

or first slide

contains one or

more sentences or

phrases that

clearly define and

demonstrate the

student’s

intentions for the

essay.

The introduction

or first slide

contains one or

more sentences or

phrases that

suggest the

intention of the

essay but lack

clarity.

The thesis

statement is

unclear or not

present in the

introduction of

the paper or the

first slide and the

intention of the

writer is unclear.

The written text

demonstrates a

logical

arrangement of

paragraphs, a

logical use of

transitions

between

paragraphs, and a

logical

organization of

ideas within

paragraphs.

The written text

demonstrates a

generally clear

arrangement of

paragraphs, a

generally clear use

of transitions

between

paragraphs, and a

generally clear

organization of

ideas within

paragraphs.

The written text

demonstrates a

confusing

arrangement of

paragraphs, a

formulaic use of

(or lack of)

transitions

between

paragraphs, or a

confusing

arrangement of

ideas within

paragraphs.

5/24/25, 4:02 PM Mid Course Presentation – CREATIVITY & ENTREPRENEURSHIP – DePaul University

https://d2l.depaul.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?ou=1080440&db=1012411 1/3

Criteria
Proficient Outcome
6 points

Competent
Outcome
4 points

Developing
Outcome
2 points

Criterion Score

Development / 6

Writer's

Authority

/ 6

The written text

effectively

employs reasons

and evidence—i.e.,

all reasons

support the text’s

purpose, and

specific evidence

supports all

reasons. Evidence

is data and fact

based or

persuasively

interprets the

data.

The written text

adequately

employs reasons

and evidence—i.e.,

most reasons

support the text’s

purpose, and

specific evidence

supports most

reasons.

The written text

employs some

faulty reasons or

inappropriate

supporting

evidence—i.e.,

most reasons do

not support the

text’s purpose,

and/or specific

evidence is not

provided for most

reasons.

The writer’s voice

in the text

demonstrates a

comprehensive

understanding of

the content and a

personal

engagement with

the content (via

the writer’s ideas,

values, beliefs).

The writer’s voice

in the text

demonstrates a

general

understanding of

the content and

some personal

engagement with

the content.

The writer’s voice

in the text

demonstrates

neither

understanding of

the content nor

personal

engagement with

the content.

5/24/25, 4:02 PM Mid Course Presentation – CREATIVITY & ENTREPRENEURSHIP – DePaul University

https://d2l.depaul.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?ou=1080440&db=1012411 2/3

Total / 30

Overall Score

Criteria
Proficient Outcome
6 points

Competent
Outcome
4 points

Developing
Outcome
2 points

Criterion Score

Readability / 6The written text

contains few or no

errors in spelling,

grammar,

punctuation or

sentence

structure. Style is

effective.

Documentation is

thorough and

effective.

The written text

contains some

errors in spelling,

grammar,

punctuation, or

sentence

structure, but

these errors do

not interfere with

comprehension.

Style is

appropriate.

Documentation is

thorough and

competent.

The written text

contains

numerous errors

in spelling,

grammar,

punctuation, or

sentence

structure that

interfere with

comprehension.

Style is

inappropriate.

Documentation is

incomplete,

ineffective, or

incompetent.

Proficient Outcome
30 points minimum

Competent Outcome
20 points minimum

Developing Outcome
10 points minimum

5/24/25, 4:02 PM Mid Course Presentation – CREATIVITY & ENTREPRENEURSHIP – DePaul University

https://d2l.depaul.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?ou=1080440&db=1012411 3/3

**## lateralthinking.docx**

Create a PowerPoint presentation with 4-5 slides. As your final project, add 4-5 more slides to make one complete deck. You will also create a voiceover to accompany both presentations. Each set should be 4-5 minutes in length. If it is longer, edit it down.

Choose one theory from the following:

Lateral Thinking

**ISBN:** 9780062043276

**Authors:** Edward De Bono

**Publisher:** Harper Collins

**Publication Date:** 2010-09-07

Lateral and Vertical Thinking

Sustaining and Disrupting Innovation

Drucker's Seven Sources of Opportunity – Choose no more than three

Traditional vs. Social Entrepreneurship

SCAMPER

2. Define the theory in four to five PowerPoint slides with voiceover. Use your own words and quotes from the text. Be specific. Be detailed. No need for a title slide.

Give yourself time to record a few versions and listen to them before submitting. Check your grammar and layout. Be creative! The slides should mainly be images that you reference. Use examples. Don't read the slides. The idea is for you to present your understanding of the concepts, making them easy for your audience to understand. Speak slowly and clearly. Rerecord as needed. Don't assume you've got the best one the first time. Record it a few times and submit the best.

I am attaching a rubric so prepare myself for something for that

**## MidCoursePresentation-CREATIVITYENTREPRENEURSHIP-DePaulUniversity.pdf**

Midterm and Final Project Rubric
Course: CREATIVITY & ENTREPRENEURSHIP

Criteria
Proficient Outcome
6 points

Competent
Outcome
4 points

Developing
Outcome
2 points

Criterion Score

Thesis / 6

Organization / 6

The introduction

or first slide

contains one or

more sentences or

phrases that

clearly define and

demonstrate the

student’s

intentions for the

essay.

The introduction

or first slide

contains one or

more sentences or

phrases that

suggest the

intention of the

essay but lack

clarity.

The thesis

statement is

unclear or not

present in the

introduction of

the paper or the

first slide and the

intention of the

writer is unclear.

The written text

demonstrates a

logical

arrangement of

paragraphs, a

logical use of

transitions

between

paragraphs, and a

logical

organization of

ideas within

paragraphs.

The written text

demonstrates a

generally clear

arrangement of

paragraphs, a

generally clear use

of transitions

between

paragraphs, and a

generally clear

organization of

ideas within

paragraphs.

The written text

demonstrates a

confusing

arrangement of

paragraphs, a

formulaic use of

(or lack of)

transitions

between

paragraphs, or a

confusing

arrangement of

ideas within

paragraphs.

5/24/25, 4:02 PM Mid Course Presentation – CREATIVITY & ENTREPRENEURSHIP – DePaul University

https://d2l.depaul.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?ou=1080440&db=1012411 1/3

Criteria
Proficient Outcome
6 points

Competent
Outcome
4 points

Developing
Outcome
2 points

Criterion Score

Development / 6

Writer's

Authority

/ 6

The written text

effectively

employs reasons

and evidence—i.e.,

all reasons

support the text’s

purpose, and

specific evidence

supports all

reasons. Evidence

is data and fact

based or

persuasively

interprets the

data.

The written text

adequately

employs reasons

and evidence—i.e.,

most reasons

support the text’s

purpose, and

specific evidence

supports most

reasons.

The written text

employs some

faulty reasons or

inappropriate

supporting

evidence—i.e.,

most reasons do

not support the

text’s purpose,

and/or specific

evidence is not

provided for most

reasons.

The writer’s voice

in the text

demonstrates a

comprehensive

understanding of

the content and a

personal

engagement with

the content (via

the writer’s ideas,

values, beliefs).

The writer’s voice

in the text

demonstrates a

general

understanding of

the content and

some personal

engagement with

the content.

The writer’s voice

in the text

demonstrates

neither

understanding of

the content nor

personal

engagement with

the content.

5/24/25, 4:02 PM Mid Course Presentation – CREATIVITY & ENTREPRENEURSHIP – DePaul University

https://d2l.depaul.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?ou=1080440&db=1012411 2/3

Total / 30

Overall Score

Criteria
Proficient Outcome
6 points

Competent
Outcome
4 points

Developing
Outcome
2 points

Criterion Score

Readability / 6The written text

contains few or no

errors in spelling,

grammar,

punctuation or

sentence

structure. Style is

effective.

Documentation is

thorough and

effective.

The written text

contains some

errors in spelling,

grammar,

punctuation, or

sentence

structure, but

these errors do

not interfere with

comprehension.

Style is

appropriate.

Documentation is

thorough and

competent.

The written text

contains

numerous errors

in spelling,

grammar,

punctuation, or

sentence

structure that

interfere with

comprehension.

Style is

inappropriate.

Documentation is

incomplete,

ineffective, or

incompetent.

Proficient Outcome
30 points minimum

Competent Outcome
20 points minimum

Developing Outcome
10 points minimum

5/24/25, 4:02 PM Mid Course Presentation – CREATIVITY & ENTREPRENEURSHIP – DePaul University

https://d2l.depaul.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?ou=1080440&db=1012411 3/3

**## lateralthinking.docx**

Create a PowerPoint presentation with 4-5 slides. As your final project, add 4-5 more slides to make one complete deck. You will also create a voiceover to accompany both presentations. Each set should be 4-5 minutes in length. If it is longer, edit it down.

Choose one theory from the following:

Lateral Thinking

**ISBN:** 9780062043276

**Authors:** Edward De Bono

**Publisher:** Harper Collins

**Publication Date:** 2010-09-07

Lateral and Vertical Thinking

Sustaining and Disrupting Innovation

Drucker's Seven Sources of Opportunity – Choose no more than three

Traditional vs. Social Entrepreneurship

SCAMPER

2. Define the theory in four to five PowerPoint slides with voiceover. Use your own words and quotes from the text. Be specific. Be detailed. No need for a title slide.

Give yourself time to record a few versions and listen to them before submitting. Check your grammar and layout. Be creative! The slides should mainly be images that you reference. Use examples. Don't read the slides. The idea is for you to present your understanding of the concepts, making them easy for your audience to understand. Speak slowly and clearly. Rerecord as needed. Don't assume you've got the best one the first time. Record it a few times and submit the best.

I am attaching a rubric so prepare myself for something for that

**## MidCoursePresentation-CREATIVITYENTREPRENEURSHIP-DePaulUniversity.pdf**

Midterm and Final Project Rubric
Course: CREATIVITY & ENTREPRENEURSHIP

Criteria
Proficient Outcome
6 points

Competent
Outcome
4 points

Developing
Outcome
2 points

Criterion Score

Thesis / 6

Organization / 6

The introduction

or first slide

contains one or

more sentences or

phrases that

clearly define and

demonstrate the

student’s

intentions for the

essay.

The introduction

or first slide

contains one or

more sentences or

phrases that

suggest the

intention of the

essay but lack

clarity.

The thesis

statement is

unclear or not

present in the

introduction of

the paper or the

first slide and the

intention of the

writer is unclear.

The written text

demonstrates a

logical

arrangement of

paragraphs, a

logical use of

transitions

between

paragraphs, and a

logical

organization of

ideas within

paragraphs.

The written text

demonstrates a

generally clear

arrangement of

paragraphs, a

generally clear use

of transitions

between

paragraphs, and a

generally clear

organization of

ideas within

paragraphs.

The written text

demonstrates a

confusing

arrangement of

paragraphs, a

formulaic use of

(or lack of)

transitions

between

paragraphs, or a

confusing

arrangement of

ideas within

paragraphs.

5/24/25, 4:02 PM Mid Course Presentation – CREATIVITY & ENTREPRENEURSHIP – DePaul University

https://d2l.depaul.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?ou=1080440&db=1012411 1/3

Criteria
Proficient Outcome
6 points

Competent
Outcome
4 points

Developing
Outcome
2 points

Criterion Score

Development / 6

Writer's

Authority

/ 6

The written text

effectively

employs reasons

and evidence—i.e.,

all reasons

support the text’s

purpose, and

specific evidence

supports all

reasons. Evidence

is data and fact

based or

persuasively

interprets the

data.

The written text

adequately

employs reasons

and evidence—i.e.,

most reasons

support the text’s

purpose, and

specific evidence

supports most

reasons.

The written text

employs some

faulty reasons or

inappropriate

supporting

evidence—i.e.,

most reasons do

not support the

text’s purpose,

and/or specific

evidence is not

provided for most

reasons.

The writer’s voice

in the text

demonstrates a

comprehensive

understanding of

the content and a

personal

engagement with

the content (via

the writer’s ideas,

values, beliefs).

The writer’s voice

in the text

demonstrates a

general

understanding of

the content and

some personal

engagement with

the content.

The writer’s voice

in the text

demonstrates

neither

understanding of

the content nor

personal

engagement with

the content.

5/24/25, 4:02 PM Mid Course Presentation – CREATIVITY & ENTREPRENEURSHIP – DePaul University

https://d2l.depaul.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?ou=1080440&db=1012411 2/3

Total / 30

Overall Score

Criteria
Proficient Outcome
6 points

Competent
Outcome
4 points

Developing
Outcome
2 points

Criterion Score

Readability / 6The written text

contains few or no

errors in spelling,

grammar,

punctuation or

sentence

structure. Style is

effective.

Documentation is

thorough and

effective.

The written text

contains some

errors in spelling,

grammar,

punctuation, or

sentence

structure, but

these errors do

not interfere with

comprehension.

Style is

appropriate.

Documentation is

thorough and

competent.

The written text

contains

numerous errors

in spelling,

grammar,

punctuation, or

sentence

structure that

interfere with

comprehension.

Style is

inappropriate.

Documentation is

incomplete,

ineffective, or

incompetent.

Proficient Outcome
30 points minimum

Competent Outcome
20 points minimum

Developing Outcome
10 points minimum

5/24/25, 4:02 PM Mid Course Presentation – CREATIVITY & ENTREPRENEURSHIP – DePaul University

https://d2l.depaul.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?ou=1080440&db=1012411 3/3

November 5, 2026
[Solved] Design implementation

✓ Verified Academic Solution Available

Executive Solution Overview

[>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management) Design – a year ago

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$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

[>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management)

Design

– a year ago

November 5, 2026
[Solved] start up f

✓ Verified Academic Solution Available

Executive Solution Overview

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Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

[>Marketing homework help](https://www.sweetstudy.com/fields/business-finance-marketing)

– a year ago

**files (1)**

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November 5, 2026
[Solved] SOC151

✓ Verified Academic Solution Available

Executive Solution Overview

Write a sociological autobiography of your life, with special emphasis on your socialization process. Use C. Wright Mills sociological imagination to view yourself as an outsider might. According to sociologist C. Wright Mills, people usually see the world through the limited experience of family, r…

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Assignment Prompt & Instructions

Write a sociological autobiography of your life, with special emphasis on your socialization process. Use C. Wright Mills sociological imagination to view yourself as an outsider might. According to sociologist C. Wright Mills, people usually see the world through the limited experience of family, relatives, friends, and fellow workers. This viewpoint places blinders on our view of the wider society. The sociological imagination allows us to escape from this cramped personal vision and to see the link between personal and social events. The sociological imagination helps us see the relationship between individual experiences and the larger society. It allows us to understand how seemingly personal troubles may be related to the larger social context of public issues. Developing our own sociological imagination requires that we consider perspectives of people from diverse backgrounds.

– a year ago

November 5, 2026
[Solved] Reprolife

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Executive Solution Overview

1. Explain the following concepts: – Asexual – sexual reproduction. – Mitosis – Meiosis – Diploid – Haploid – Gametes – Fertilization – Zygote – Syngamy – Blastocyst – Implantation – Gastrulation – Embryo – Fetus 2. Explain fertilization process from cellular level to fetus (as per video time 1:08:0…

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Assignment Prompt & Instructions

1. Explain the following concepts:
– Asexual – sexual reproduction.
– Mitosis – Meiosis
– Diploid – Haploid
– Gametes
– Fertilization
– Zygote
– Syngamy
– Blastocyst
– Implantation
– Gastrulation
– Embryo – Fetus
2. Explain fertilization process from cellular level to fetus (as per video time 1:08:00)
3. After learning about fertilization process, and according to nature and objectively, and scientifically speaking, when does human life begin? Why?
4. Read and summarize _Ethical and Religious Directives for Catholic Health Care Services_ (ERD) PART FOUR Introduction.

– a year ago

November 5, 2026
[Solved] Quality Management Systems and Tools

✓ Verified Academic Solution Available

Executive Solution Overview

[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) Control charts are one of the fundamental tools used in TQM analysis of all aspects of a health care center. – Describe the two types of information that a control chart provides. – Provide two examples of whe…

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Assignment Prompt & Instructions

[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

Control charts are one of the fundamental tools used in TQM analysis of all aspects of a health care center.

– Describe the two types of information that a control chart provides.
– Provide two examples of where control charts can be used in the management of specific operations within a hospital.

Be sure to respond to at least one of your classmates' posts. Cite any resources used.

– a year ago

November 5, 2026
[Solved] PROJ585

✓ Verified Academic Solution Available

Executive Solution Overview

[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) – a year ago **files (1)** – ## proj585-w3.docx **## proj585-w3.docx** The Course Project for PROJ585 is an individual project. It assumes that you have already acquired proficiency in the skills of a project'…

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Assignment Prompt & Instructions

[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

– a year ago

**files (1)**

– ## proj585-w3.docx

**## proj585-w3.docx**

The Course Project for PROJ585 is an individual project. It assumes that you have already acquired proficiency in the skills of a project's work decomposition, estimation, scheduling, resource planning, and tracking as a result of having fulfilled the PROJ585 course prerequisite of PROJ586. It is not the intention of this Course Project to focus your efforts on the details of these kinds of tasks. Instead, you will be expected to function and think as if you were a project manager assigned to managing a project team responsible for the planning, estimating, scheduling, implementation, delivery, and overall project management of an IT project.

All deliverables are additive. This means when you submit the second assignment, the updates from the first assignment should be included in the submission. In other words, weekly updates will be added to the same project report document throughout the entire course. Ensure that all information is submitted in one document.

A well-thought-out, documented, and utilized project management plan is a key requisite to the success of nearly all projects of any consequence or size. Therefore, the project management plan will be the primary framework for focusing your efforts for this Course Project. In other words, you will complete all suggested sections of the project plan by documenting your approach to the topics covered in these sections of the plan.

[**Project Charter (Due Week 3)**](https://devryu.instructure.com/courses/123451/pages/course-project-overview?module_item_id=15938992)

The deliverable this week is the Course Project: Project Charter, which should provide readers with a high-level description of your project. It is a nontechnical description of the opportunity or problem, goals, objectives, success criteria, risks, assumptions, and obstacles of the project. The main purpose of the project charter is to secure senior management approval and the resources needed to develop a detailed project plan. Bear in mind that you are the project manager of this IT project.

At a minimum, the project charter should contain the following.

· The purpose of the project

· The goals of the project

· The project scope

· The high-level budget

· The high-level time estimate

· The project assumptions, constraints, and exclusions

· A description of mapping between the project management life cycle (PMLC) and your proposed steps, phases, or stages of project execution

**WEEK 1 PROJECT SELECTION**

**Course Project: Project Selection**

For my course project, I have selected Option 9: Switching to a Cloud-Based Email system. This project focuses on transitioning a small career college from a locally hosted email server to a modern cloud-based email service such as Microsoft 365 or Google Workspace. This change is necessary due to the increasing demand for reliability, accessibility, and reduced IT overhead. I chose this project because cloud migration is a very timely and relevant topic in the current IT landscape, especially for educational institutions that need to enhance communication while managing limited budgets and technical staff.

This project will involve several stages, including the assessment of the existing infrastructure, planning the migration path, executing the data migration, configuring user accounts, and ensuring security protocols are in place. Additional tasks may include user training and post-migration support. These activities provide realistic experience of managing technical tasks, stakeholder communication, and risk mitigation in a live IT setting. Cloud based systems offer numerous advantages such as automatic updates, built-in redundancy, enhanced security, and the flexibility of accessing email from any device, which is ideal for students, faculty, and administrative staff alike.

By completing this project, I hope to deepen my understanding of IT project planning and execution in the context of cloud technologies. This initiative not only helps streamline operations for the organization but also aligns with broader trends in digital transformation across sectors.

–

**## proj585-w3.docx**

The Course Project for PROJ585 is an individual project. It assumes that you have already acquired proficiency in the skills of a project's work decomposition, estimation, scheduling, resource planning, and tracking as a result of having fulfilled the PROJ585 course prerequisite of PROJ586. It is not the intention of this Course Project to focus your efforts on the details of these kinds of tasks. Instead, you will be expected to function and think as if you were a project manager assigned to managing a project team responsible for the planning, estimating, scheduling, implementation, delivery, and overall project management of an IT project.

All deliverables are additive. This means when you submit the second assignment, the updates from the first assignment should be included in the submission. In other words, weekly updates will be added to the same project report document throughout the entire course. Ensure that all information is submitted in one document.

A well-thought-out, documented, and utilized project management plan is a key requisite to the success of nearly all projects of any consequence or size. Therefore, the project management plan will be the primary framework for focusing your efforts for this Course Project. In other words, you will complete all suggested sections of the project plan by documenting your approach to the topics covered in these sections of the plan.

[**Project Charter (Due Week 3)**](https://devryu.instructure.com/courses/123451/pages/course-project-overview?module_item_id=15938992)

The deliverable this week is the Course Project: Project Charter, which should provide readers with a high-level description of your project. It is a nontechnical description of the opportunity or problem, goals, objectives, success criteria, risks, assumptions, and obstacles of the project. The main purpose of the project charter is to secure senior management approval and the resources needed to develop a detailed project plan. Bear in mind that you are the project manager of this IT project.

At a minimum, the project charter should contain the following.

· The purpose of the project

· The goals of the project

· The project scope

· The high-level budget

· The high-level time estimate

· The project assumptions, constraints, and exclusions

· A description of mapping between the project management life cycle (PMLC) and your proposed steps, phases, or stages of project execution

**WEEK 1 PROJECT SELECTION**

**Course Project: Project Selection**

For my course project, I have selected Option 9: Switching to a Cloud-Based Email system. This project focuses on transitioning a small career college from a locally hosted email server to a modern cloud-based email service such as Microsoft 365 or Google Workspace. This change is necessary due to the increasing demand for reliability, accessibility, and reduced IT overhead. I chose this project because cloud migration is a very timely and relevant topic in the current IT landscape, especially for educational institutions that need to enhance communication while managing limited budgets and technical staff.

This project will involve several stages, including the assessment of the existing infrastructure, planning the migration path, executing the data migration, configuring user accounts, and ensuring security protocols are in place. Additional tasks may include user training and post-migration support. These activities provide realistic experience of managing technical tasks, stakeholder communication, and risk mitigation in a live IT setting. Cloud based systems offer numerous advantages such as automatic updates, built-in redundancy, enhanced security, and the flexibility of accessing email from any device, which is ideal for students, faculty, and administrative staff alike.

By completing this project, I hope to deepen my understanding of IT project planning and execution in the context of cloud technologies. This initiative not only helps streamline operations for the organization but also aligns with broader trends in digital transformation across sectors.

–

November 5, 2026
[Solved] principal fi

✓ Verified Academic Solution Available

Executive Solution Overview

[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) – a year ago **files (1)** – ## PrincipalsFI.pdf **## PrincipalsFI.pdf** [https://v3.camscanner.com/user/download](https://v3.camscanner.com/user/download) [https://v3.camscanner.com/user/download](https://v3….

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[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

– a year ago

**files (1)**

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November 5, 2026
[Solved] Presentation 2 MBA525

✓ Verified Academic Solution Available

Executive Solution Overview

[>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management) Prepare a “Top 3” presentation on a topic that has been covered in modules one through four. The format should be based on a topic such as, “The Top Three Reasons…”, “The Top Three Skills…

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Assignment Prompt & Instructions

[>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management)

Prepare a “Top 3” presentation on a topic that has been covered in modules one through four. The format should be based on a topic such as, “The Top Three Reasons…”, “The Top Three Skills For…”, or “The Top Three Ways To…” These are just examples. The presentation should be a **four-minute** PowerPoint presentation with embedded audio files. Each slide must contain an audio file in which you offer insight about the material on the slide and key points the audience should take away from the visual information in the PowerPoint. The presentation will be evaluated on the following areas: introduction, body, conclusion; overall organization and flow; emphasis on two to four main points; effective use of evidence to support claims; and enthusiasm for the topic.

– a year ago

November 5, 2026
[Solved] OGL 554

✓ Verified Academic Solution Available

Executive Solution Overview

[>Marketing homework help](https://www.sweetstudy.com/fields/business-finance-marketing) – a year ago **files (2)** – ## Noetext.docx – OGL554NUMBER1.docx **## Noetext.docx** **These answers to the questions I sent you are AI generated. Can you please answer the questions but please change the wordi…

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[>Marketing homework help](https://www.sweetstudy.com/fields/business-finance-marketing)

– a year ago

**files (2)**

– ## Noetext.docx

– OGL554NUMBER1.docx

**## Noetext.docx**

**These answers to the questions I sent you are AI generated. Can you please answer the questions but please change the wording so that it doesn’t appear AI generated and plagiarism. This is all I can give you for this assignment to complete it. The textbook is attached to the class, therefore I cannot give you the information. Please turn this assignment in asap because as it is, I will not be able to get a good grade for it because if it is not completed by midnight, I will lose 20 points. Remember, you already have the questions that I sent two days ago.**

1 – Getting to know andragogy – Definitions and dialogue

As asserted by Noe (2020), training is the organized attempt by a firm to help its employees learn job-specific competencies, such as knowledge, skills, or behaviours to support job performance success. Adult Learning : In order for training, particularly when developed with the adult learning principles as its core foundation (andragogy), to be effective, it should be coordinated with the learner’s background, interest and the urgency for relevant and problem-centered training content.

A particularly memorable learning experience in my career was when I enrolled on an online course on conflict resolution as part of my organisation's leadership development initiative. The training was composed of video lectures, cases, interactive simulations, and minor reflection tasks. One strong component of this training was the continuing focus on real-world, practical application. The simulations were based on real life work place disputes which gave an instant relevance. This is consistent with Knowles andragogy principle that adults are problem centered learners and learn best when the content can be easily related to their work or life situations (Noe, 2020).

The good things were that I was able to study on my own (I could do the modules at my own pace and go back to units). This honored my desire for flexibility, another andragogy principle. What wasn’t as successful, however, was the lack of instructor feedback or peer discussion. I am an adult learner and thrive on sharing ideas with others – this course was solo. Social aspects or some scheduled discussion time would have made a huge difference to how I felt about the learning too.

Not sure about the develop of this course, but I think it’s been partially developed with andragogical principles. It honoured adult learners’ desire for relevance, independence, and function. But it would have been more effective if it contained some recognisable collaborative learning activity, so important for adults and the construction of meaning.

Reference

Noe, R. A. (2020). Employee training and development (8th ed.) McGraw-Hill Education.

2. Here is a well-developed
**initial discussion post** that meets your assignment requirements (600–650 words, detailed concepts, application to organizational success, and 3 Module 1 references in APA format):

**Learning and Training in the Digital Age**

In today’s rapidly evolving workforce, two compelling concepts from Module 1 that are essential to understanding training and learning in the digital age are:
**continuous learning** and
**technology-based learning platforms**. These concepts reflect the need for organizations to develop agile, scalable, and learner-centered training programs to stay competitive and support employee growth.

**🔹 Concept 1: Continuous Learning**

Continuous learning refers to the ongoing development of knowledge and skills throughout an employee's career. As Noe (2020) explains, continuous learning is a strategic approach in which organizations create a culture that encourages and supports learning at all levels. In contrast to one-time training events, continuous learning is integrated into daily work life and focuses on long-term growth, adaptability, and innovation.

This concept is particularly crucial in the digital age because technology, tools, and job requirements change frequently. Employees need to continuously upgrade their skills not only to stay current but also to remain competitive in a global job market. For organizations, fostering continuous learning enhances
**organizational agility**,
**employee engagement**, and
**knowledge retention**—all of which contribute to improved performance and innovation.

For example, a tech company that encourages employees to spend 10% of their workweek learning new coding languages or exploring emerging software tools may become more responsive to industry trends. This results in quicker product development cycles and a workforce that is more confident and capable when embracing change. Companies like Google and IBM exemplify how embedding learning into the workplace culture can support long-term success.

**🔹 Concept 2: Technology-Based Learning Platforms**

Another critical concept is the use of
**technology-based learning platforms**, including learning management systems (LMS), mobile apps, virtual simulations, and AI-based personalized learning tools. According to Clark and Mayer (2016), digital learning platforms allow organizations to deliver content in more engaging, flexible, and scalable ways, especially to a geographically dispersed workforce.

Technology-based learning allows for
**on-demand access**, meaning employees can learn at their own pace and revisit content as needed. Additionally, these platforms support
**adaptive learning**, where content adjusts based on the learner’s performance, making training more efficient and personalized.

This concept has wide-reaching implications for organizational success. For instance, a global retail company implementing a mobile LMS can ensure that sales associates in different countries receive consistent product training, compliance updates, and customer service techniques. This reduces training costs, standardizes service quality, and supports rapid onboarding—all of which are vital in a fast-paced retail environment.

Furthermore, the data analytics offered by many digital platforms help training departments assess effectiveness and make continuous improvements. This aligns training more closely with performance metrics and business outcomes.

**🔹 Strategic Rationale for Learning and Training in the Digital Age**

The digital age requires a
**strategic and integrated approach to workforce development**. Organizations that view learning and training not as isolated HR functions but as core business strategies are better positioned to thrive. Strategic training helps companies meet current skill demands, adapt to future changes, and attract and retain talent.

Developing effective training programs requires:

· Aligning training goals with organizational objectives,

· Incorporating adult learning principles (andragogy),

· Using technology to scale access and improve learning experiences, and

· Supporting continuous development, not just one-time knowledge transfers.

Organizations that prioritize these elements are more likely to succeed in a competitive, tech-driven market.

**🔹 Conclusion**

In conclusion, both
**continuous learning** and
**technology-based training platforms** are essential concepts for understanding how learning and development contribute to organizational success. They empower employees to adapt, innovate, and perform more effectively while helping organizations remain agile and competitive. In the digital age, a strategic commitment to learning is not just beneficial—it’s essential.

**References**
Clark, R. C., & Mayer, R. E. (2016).
_E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning_ (4th ed.). Wiley.
Noe, R. A. (2020).
_Employee training and development_ (8th ed.). McGraw-Hill Education.
Society for Human Resource Management (SHRM). (2020).
_Developing employee training programs that drive results_. Retrieved from
[https://www.shrm.org](https://www.shrm.org/)

3.
**Milestone 1: Training Module Planning and General Topic (Make a fiction job to complete this topic.**

For my final project, I plan to create a
**simulated training module** based on a
**position I would like to have in the future**—specifically, a
**training and development coordinator** within a higher education institution or professional learning organization. My module will focus on
**onboarding and professional development for new academic advisors**, addressing common challenges such as effective communication with diverse student populations, understanding institutional policies, and using campus technology tools (e.g., degree audits, advising platforms).

Because I’m not currently in a training role or managing employees directly, I will be conducting a
**fictive needs assessment** based on research, job descriptions, and case studies from institutions with well-developed advising systems. I may also conduct brief informal interviews with professionals in academic advising to help identify common skill gaps or onboarding frustrations to better simulate a realistic context.

**🔹 General Plan**

·
**Topic:** Onboarding and professional training for new academic advisors

·
**Target Audience:** Recently hired advisors (0–6 months of experience)

·
**Training Focus Areas:**

· Student communication and relationship-building

· FERPA and confidentiality regulations

· Use of advising software

· Conflict resolution and student support strategies

·
**Delivery Mode:** Hybrid model (online modules + in-person role-play and mentorship)

·
**Evaluation Plan:** Pre-/post-assessments and feedback surveys

·
**Format:** Simulated scenario based on higher education settings

**🔹 Questions and Ideas**

· What level of detail should I include in the training outline (e.g., learning objectives for each module, or just general topics)?

· Is it acceptable to include optional or follow-up modules (such as advanced advising or working with at-risk students)?

· How closely should the fictive needs assessment follow the format of a real-world assessment (e.g., surveys, performance metrics, interviews), even if it’s based on secondary data?

I’m excited about this project because it aligns closely with my career goals and gives me the opportunity to design a solution for a real-world challenge I’ve observed in higher education. I look forward to feedback and guidance as I refine my plan.

**OGL554NUMBER1.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ogl554number1-docx)

**OGL554NUMBER1.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ogl554number1-docx)

**## Noetext.docx**

**These answers to the questions I sent you are AI generated. Can you please answer the questions but please change the wording so that it doesn’t appear AI generated and plagiarism. This is all I can give you for this assignment to complete it. The textbook is attached to the class, therefore I cannot give you the information. Please turn this assignment in asap because as it is, I will not be able to get a good grade for it because if it is not completed by midnight, I will lose 20 points. Remember, you already have the questions that I sent two days ago.**

1 – Getting to know andragogy – Definitions and dialogue

As asserted by Noe (2020), training is the organized attempt by a firm to help its employees learn job-specific competencies, such as knowledge, skills, or behaviours to support job performance success. Adult Learning : In order for training, particularly when developed with the adult learning principles as its core foundation (andragogy), to be effective, it should be coordinated with the learner’s background, interest and the urgency for relevant and problem-centered training content.

A particularly memorable learning experience in my career was when I enrolled on an online course on conflict resolution as part of my organisation's leadership development initiative. The training was composed of video lectures, cases, interactive simulations, and minor reflection tasks. One strong component of this training was the continuing focus on real-world, practical application. The simulations were based on real life work place disputes which gave an instant relevance. This is consistent with Knowles andragogy principle that adults are problem centered learners and learn best when the content can be easily related to their work or life situations (Noe, 2020).

The good things were that I was able to study on my own (I could do the modules at my own pace and go back to units). This honored my desire for flexibility, another andragogy principle. What wasn’t as successful, however, was the lack of instructor feedback or peer discussion. I am an adult learner and thrive on sharing ideas with others – this course was solo. Social aspects or some scheduled discussion time would have made a huge difference to how I felt about the learning too.

Not sure about the develop of this course, but I think it’s been partially developed with andragogical principles. It honoured adult learners’ desire for relevance, independence, and function. But it would have been more effective if it contained some recognisable collaborative learning activity, so important for adults and the construction of meaning.

Reference

Noe, R. A. (2020). Employee training and development (8th ed.) McGraw-Hill Education.

2. Here is a well-developed
**initial discussion post** that meets your assignment requirements (600–650 words, detailed concepts, application to organizational success, and 3 Module 1 references in APA format):

**Learning and Training in the Digital Age**

In today’s rapidly evolving workforce, two compelling concepts from Module 1 that are essential to understanding training and learning in the digital age are:
**continuous learning** and
**technology-based learning platforms**. These concepts reflect the need for organizations to develop agile, scalable, and learner-centered training programs to stay competitive and support employee growth.

**🔹 Concept 1: Continuous Learning**

Continuous learning refers to the ongoing development of knowledge and skills throughout an employee's career. As Noe (2020) explains, continuous learning is a strategic approach in which organizations create a culture that encourages and supports learning at all levels. In contrast to one-time training events, continuous learning is integrated into daily work life and focuses on long-term growth, adaptability, and innovation.

This concept is particularly crucial in the digital age because technology, tools, and job requirements change frequently. Employees need to continuously upgrade their skills not only to stay current but also to remain competitive in a global job market. For organizations, fostering continuous learning enhances
**organizational agility**,
**employee engagement**, and
**knowledge retention**—all of which contribute to improved performance and innovation.

For example, a tech company that encourages employees to spend 10% of their workweek learning new coding languages or exploring emerging software tools may become more responsive to industry trends. This results in quicker product development cycles and a workforce that is more confident and capable when embracing change. Companies like Google and IBM exemplify how embedding learning into the workplace culture can support long-term success.

**🔹 Concept 2: Technology-Based Learning Platforms**

Another critical concept is the use of
**technology-based learning platforms**, including learning management systems (LMS), mobile apps, virtual simulations, and AI-based personalized learning tools. According to Clark and Mayer (2016), digital learning platforms allow organizations to deliver content in more engaging, flexible, and scalable ways, especially to a geographically dispersed workforce.

Technology-based learning allows for
**on-demand access**, meaning employees can learn at their own pace and revisit content as needed. Additionally, these platforms support
**adaptive learning**, where content adjusts based on the learner’s performance, making training more efficient and personalized.

This concept has wide-reaching implications for organizational success. For instance, a global retail company implementing a mobile LMS can ensure that sales associates in different countries receive consistent product training, compliance updates, and customer service techniques. This reduces training costs, standardizes service quality, and supports rapid onboarding—all of which are vital in a fast-paced retail environment.

Furthermore, the data analytics offered by many digital platforms help training departments assess effectiveness and make continuous improvements. This aligns training more closely with performance metrics and business outcomes.

**🔹 Strategic Rationale for Learning and Training in the Digital Age**

The digital age requires a
**strategic and integrated approach to workforce development**. Organizations that view learning and training not as isolated HR functions but as core business strategies are better positioned to thrive. Strategic training helps companies meet current skill demands, adapt to future changes, and attract and retain talent.

Developing effective training programs requires:

· Aligning training goals with organizational objectives,

· Incorporating adult learning principles (andragogy),

· Using technology to scale access and improve learning experiences, and

· Supporting continuous development, not just one-time knowledge transfers.

Organizations that prioritize these elements are more likely to succeed in a competitive, tech-driven market.

**🔹 Conclusion**

In conclusion, both
**continuous learning** and
**technology-based training platforms** are essential concepts for understanding how learning and development contribute to organizational success. They empower employees to adapt, innovate, and perform more effectively while helping organizations remain agile and competitive. In the digital age, a strategic commitment to learning is not just beneficial—it’s essential.

**References**
Clark, R. C., & Mayer, R. E. (2016).
_E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning_ (4th ed.). Wiley.
Noe, R. A. (2020).
_Employee training and development_ (8th ed.). McGraw-Hill Education.
Society for Human Resource Management (SHRM). (2020).
_Developing employee training programs that drive results_. Retrieved from
[https://www.shrm.org](https://www.shrm.org/)

3.
**Milestone 1: Training Module Planning and General Topic (Make a fiction job to complete this topic.**

For my final project, I plan to create a
**simulated training module** based on a
**position I would like to have in the future**—specifically, a
**training and development coordinator** within a higher education institution or professional learning organization. My module will focus on
**onboarding and professional development for new academic advisors**, addressing common challenges such as effective communication with diverse student populations, understanding institutional policies, and using campus technology tools (e.g., degree audits, advising platforms).

Because I’m not currently in a training role or managing employees directly, I will be conducting a
**fictive needs assessment** based on research, job descriptions, and case studies from institutions with well-developed advising systems. I may also conduct brief informal interviews with professionals in academic advising to help identify common skill gaps or onboarding frustrations to better simulate a realistic context.

**🔹 General Plan**

·
**Topic:** Onboarding and professional training for new academic advisors

·
**Target Audience:** Recently hired advisors (0–6 months of experience)

·
**Training Focus Areas:**

· Student communication and relationship-building

· FERPA and confidentiality regulations

· Use of advising software

· Conflict resolution and student support strategies

·
**Delivery Mode:** Hybrid model (online modules + in-person role-play and mentorship)

·
**Evaluation Plan:** Pre-/post-assessments and feedback surveys

·
**Format:** Simulated scenario based on higher education settings

**🔹 Questions and Ideas**

· What level of detail should I include in the training outline (e.g., learning objectives for each module, or just general topics)?

· Is it acceptable to include optional or follow-up modules (such as advanced advising or working with at-risk students)?

· How closely should the fictive needs assessment follow the format of a real-world assessment (e.g., surveys, performance metrics, interviews), even if it’s based on secondary data?

I’m excited about this project because it aligns closely with my career goals and gives me the opportunity to design a solution for a real-world challenge I’ve observed in higher education. I look forward to feedback and guidance as I refine my plan.

**OGL554NUMBER1.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ogl554number1-docx)

**## Noetext.docx**

**These answers to the questions I sent you are AI generated. Can you please answer the questions but please change the wording so that it doesn’t appear AI generated and plagiarism. This is all I can give you for this assignment to complete it. The textbook is attached to the class, therefore I cannot give you the information. Please turn this assignment in asap because as it is, I will not be able to get a good grade for it because if it is not completed by midnight, I will lose 20 points. Remember, you already have the questions that I sent two days ago.**

1 – Getting to know andragogy – Definitions and dialogue

As asserted by Noe (2020), training is the organized attempt by a firm to help its employees learn job-specific competencies, such as knowledge, skills, or behaviours to support job performance success. Adult Learning : In order for training, particularly when developed with the adult learning principles as its core foundation (andragogy), to be effective, it should be coordinated with the learner’s background, interest and the urgency for relevant and problem-centered training content.

A particularly memorable learning experience in my career was when I enrolled on an online course on conflict resolution as part of my organisation's leadership development initiative. The training was composed of video lectures, cases, interactive simulations, and minor reflection tasks. One strong component of this training was the continuing focus on real-world, practical application. The simulations were based on real life work place disputes which gave an instant relevance. This is consistent with Knowles andragogy principle that adults are problem centered learners and learn best when the content can be easily related to their work or life situations (Noe, 2020).

The good things were that I was able to study on my own (I could do the modules at my own pace and go back to units). This honored my desire for flexibility, another andragogy principle. What wasn’t as successful, however, was the lack of instructor feedback or peer discussion. I am an adult learner and thrive on sharing ideas with others – this course was solo. Social aspects or some scheduled discussion time would have made a huge difference to how I felt about the learning too.

Not sure about the develop of this course, but I think it’s been partially developed with andragogical principles. It honoured adult learners’ desire for relevance, independence, and function. But it would have been more effective if it contained some recognisable collaborative learning activity, so important for adults and the construction of meaning.

Reference

Noe, R. A. (2020). Employee training and development (8th ed.) McGraw-Hill Education.

2. Here is a well-developed
**initial discussion post** that meets your assignment requirements (600–650 words, detailed concepts, application to organizational success, and 3 Module 1 references in APA format):

**Learning and Training in the Digital Age**

In today’s rapidly evolving workforce, two compelling concepts from Module 1 that are essential to understanding training and learning in the digital age are:
**continuous learning** and
**technology-based learning platforms**. These concepts reflect the need for organizations to develop agile, scalable, and learner-centered training programs to stay competitive and support employee growth.

**🔹 Concept 1: Continuous Learning**

Continuous learning refers to the ongoing development of knowledge and skills throughout an employee's career. As Noe (2020) explains, continuous learning is a strategic approach in which organizations create a culture that encourages and supports learning at all levels. In contrast to one-time training events, continuous learning is integrated into daily work life and focuses on long-term growth, adaptability, and innovation.

This concept is particularly crucial in the digital age because technology, tools, and job requirements change frequently. Employees need to continuously upgrade their skills not only to stay current but also to remain competitive in a global job market. For organizations, fostering continuous learning enhances
**organizational agility**,
**employee engagement**, and
**knowledge retention**—all of which contribute to improved performance and innovation.

For example, a tech company that encourages employees to spend 10% of their workweek learning new coding languages or exploring emerging software tools may become more responsive to industry trends. This results in quicker product development cycles and a workforce that is more confident and capable when embracing change. Companies like Google and IBM exemplify how embedding learning into the workplace culture can support long-term success.

**🔹 Concept 2: Technology-Based Learning Platforms**

Another critical concept is the use of
**technology-based learning platforms**, including learning management systems (LMS), mobile apps, virtual simulations, and AI-based personalized learning tools. According to Clark and Mayer (2016), digital learning platforms allow organizations to deliver content in more engaging, flexible, and scalable ways, especially to a geographically dispersed workforce.

Technology-based learning allows for
**on-demand access**, meaning employees can learn at their own pace and revisit content as needed. Additionally, these platforms support
**adaptive learning**, where content adjusts based on the learner’s performance, making training more efficient and personalized.

This concept has wide-reaching implications for organizational success. For instance, a global retail company implementing a mobile LMS can ensure that sales associates in different countries receive consistent product training, compliance updates, and customer service techniques. This reduces training costs, standardizes service quality, and supports rapid onboarding—all of which are vital in a fast-paced retail environment.

Furthermore, the data analytics offered by many digital platforms help training departments assess effectiveness and make continuous improvements. This aligns training more closely with performance metrics and business outcomes.

**🔹 Strategic Rationale for Learning and Training in the Digital Age**

The digital age requires a
**strategic and integrated approach to workforce development**. Organizations that view learning and training not as isolated HR functions but as core business strategies are better positioned to thrive. Strategic training helps companies meet current skill demands, adapt to future changes, and attract and retain talent.

Developing effective training programs requires:

· Aligning training goals with organizational objectives,

· Incorporating adult learning principles (andragogy),

· Using technology to scale access and improve learning experiences, and

· Supporting continuous development, not just one-time knowledge transfers.

Organizations that prioritize these elements are more likely to succeed in a competitive, tech-driven market.

**🔹 Conclusion**

In conclusion, both
**continuous learning** and
**technology-based training platforms** are essential concepts for understanding how learning and development contribute to organizational success. They empower employees to adapt, innovate, and perform more effectively while helping organizations remain agile and competitive. In the digital age, a strategic commitment to learning is not just beneficial—it’s essential.

**References**
Clark, R. C., & Mayer, R. E. (2016).
_E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning_ (4th ed.). Wiley.
Noe, R. A. (2020).
_Employee training and development_ (8th ed.). McGraw-Hill Education.
Society for Human Resource Management (SHRM). (2020).
_Developing employee training programs that drive results_. Retrieved from
[https://www.shrm.org](https://www.shrm.org/)

3.
**Milestone 1: Training Module Planning and General Topic (Make a fiction job to complete this topic.**

For my final project, I plan to create a
**simulated training module** based on a
**position I would like to have in the future**—specifically, a
**training and development coordinator** within a higher education institution or professional learning organization. My module will focus on
**onboarding and professional development for new academic advisors**, addressing common challenges such as effective communication with diverse student populations, understanding institutional policies, and using campus technology tools (e.g., degree audits, advising platforms).

Because I’m not currently in a training role or managing employees directly, I will be conducting a
**fictive needs assessment** based on research, job descriptions, and case studies from institutions with well-developed advising systems. I may also conduct brief informal interviews with professionals in academic advising to help identify common skill gaps or onboarding frustrations to better simulate a realistic context.

**🔹 General Plan**

·
**Topic:** Onboarding and professional training for new academic advisors

·
**Target Audience:** Recently hired advisors (0–6 months of experience)

·
**Training Focus Areas:**

· Student communication and relationship-building

· FERPA and confidentiality regulations

· Use of advising software

· Conflict resolution and student support strategies

·
**Delivery Mode:** Hybrid model (online modules + in-person role-play and mentorship)

·
**Evaluation Plan:** Pre-/post-assessments and feedback surveys

·
**Format:** Simulated scenario based on higher education settings

**🔹 Questions and Ideas**

· What level of detail should I include in the training outline (e.g., learning objectives for each module, or just general topics)?

· Is it acceptable to include optional or follow-up modules (such as advanced advising or working with at-risk students)?

· How closely should the fictive needs assessment follow the format of a real-world assessment (e.g., surveys, performance metrics, interviews), even if it’s based on secondary data?

I’m excited about this project because it aligns closely with my career goals and gives me the opportunity to design a solution for a real-world challenge I’ve observed in higher education. I look forward to feedback and guidance as I refine my plan.

**OGL554NUMBER1.docx**

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November 5, 2026