- Justin and Arina are both math teachers at a High Schoo x - Anna is a new teacher and lust in has been teaching for 10 years - Their ciasses have 20 students earh - The topic of the week is Calculus I. Be ow is a fictional survey results after a week of Calculus I. Figure 1: Fiktimal survey results Human Resources Directar of X callege is planning to start a IV stage personal improvement plan and gtves you the folowing order: Very importont assumption: AN of the students intend to poss the couvse and they show with their behaulars that they are ready to take on their responsbluties in the education process (The issue is not just pussing the course. The paiat is to succeed in Nearsing. The reason is learning. pussing the course is a noturai result of leumingl. Therefare, the above 4 stoge plon is a fictitious/(maginary) appiccation to improve the efficiency and quaity of the cducotional process. in shovt, it is usciess to deveiop individuar teachers if the assumption about input quanty above is not true.... Vou are the Trairing Department Manager in HR Department ans now thats your tum, Voy are respenstble to guide yuu instructors in respect to this improvement lan. At the beginning the actual ingut time is flesisle snd desends on the instructor. At final level Iv, the Doal bs to get down the atuali-put ti-e to 5 hours with 20 wel educated students. a) Fill out for each Leved and instructor in ind vidual EPE Table (be careful abo.t the Efficiency Column-tifiency of lbaman Pertorma-cel Lerel1 Give precige vertal ingtrution to teachers. Faample: Spend innger hnurs but do ret redage your productivity of shortes the hours you spend bus. do not reduce your effectiveness. lin concrete numerical fonitat, etc. ) I euelz Give precise warbal instruction to beachers. Example. Spcnd langer hours but de not redace your productivity or shorten the hours you spend but do not reduce your etiectiveness. II concrete numerical format, etc. I Liswas Give precise verbal Inatruction to teachers. Example: Spend langer hours but do not reduce your prodictivity or shortes the hours pou spend hur do not redare your eflectiveness. JIn concrefe numerical fermat, etr. I Give pricive werbal iribructicnt ta tewhers. Enample: Squed langer haurs but do not rwduce yo.r productivity ar shorten the hours yau spend but do not reduce your etlectiveness. lin concrete numerical format, etc.] Pempember the following example; Case 2 Leareing Center Director of x college is planni-g to start s IV stage student pertnrmance improvement plan and gles pou the folowing order: in taly, at the very bepinning the csam duration is flexble and depends on the student. At final leve. IV, the goal is to get down the sctual exam duration to 5 minutes with 20 r ght anser. You are the learning cooch and noe thats your turn. You are responsilele to gu de your students in respect to this improvement plan. a) Iil out for pach I puel and Shudent int indisidual fat Tahe (be careful ahceut the Eficiercy Column-rfidenty of Human ferforma-cel Give verbal instruction to stucents. Example: Extend the exam time but do not reduce your productivity or sharten the exam time but do net reduce your effectiveness, etc. - IIn concrete numerical format, etr.) Level2 Give verbal instruction to students. Example: Extend the exam time but do not reduce your productivity or shorten the exam time but do not reduce your effectiveness, etc. - In concrete numerical format, etc.) Level3 Give verbal instruction to students. Example: Extend the exam time but do not reduce your productivity ar sharten the exam time but do not reduce your effectiveness, etc. - In concrete numerical fomat, etc.) Level4 Give verbal instruction to students. Example: Extend the exam time but do not reduce your productivity or sharten the exam time but do not reduce vour effectiveness, etc. - In concrete numerical format, etc.) - Justin and Anna are both math teachers at a High School X - Anna is a new teacher and Justin has been teaching for 10 years - Their classes have 20 students each - The topic of the week is Calculus I. Below is a fictional survey results after a week of Calculus I. Figure 1: Fictional survey results Human Resources Director of X college is planning to start a IV stage personal improvement plan and gives you the following order: Very important assumption: All of the students intend to pass the course and they show with their behaviors that they are ready to take on their responsibilities in the education process (The issue is not just passing the course. The point is to succeed in learning. The reason is learning, passing the course is a notural result of learning). Therefore, the above 4-stoge plan is a fictitious (imaginary) application to improve the efficiency and quality of the educational process. In short, it is useless to develop individual teachers if the assumption about input quality above is not true....) You are the Training Department Manager in HR Department and now thats your turn. You are responsible to guide your instructors in respect to this improvement plan. At the beginning the actual input time is flexible and depends on the instructor. At final level IV, the goal is to get down the actual input time to 5 hours with 20 weil educated students. a) Fill out for each Level and Instructor an individual EPE Table fbe careful about the Efficiency Column=Efficiency of Human Performance) Level1 Give precise verbal instruction to teachers. Example: Spend longer hours but do not reduce your productivity or shorten the hours you spend but do not reduce your effectiveness. fin concrete numerical format, etc.) Level 2 Give precise verbal instruction to teachers. Example: Spend longer hours but do not reduce your productivity or shorten the hours you spend but do not reduce your effectiveness. fin concrete numerical format, etc.) Level3 Give precise verbal instruction to teachers. Example: Spend longer hours but do not reduce your productivity or shorten the hours you spend but do not reduce your effectiveness. (in concrete numerical format, etc. ) Give precise verbal instruction to teachers. Example: Spend longer hours but do not reduce your productivity or shorten the hours you spend but do not reduce your effectiveness. (In concrete numerical format, etc.) Remember the following example: Case 2 Learning Center Director of X college is planning to start a IV stage student performance improvement plan and gives you the following order: Initially, at the very beginning the exam duration is flexible and depends on the student. At final level IV, the goal is to get down the actual exam duration to 5 minutes with 20 right answer. You are the learning coach and now thats your turn. You are responsible to guide your students in respect to this improvement plan. a) Fill out for each Level and Student an individual EPE Table (be careful about the Efficiency Column-Efficiency of Human Performance) Level1 Give verbal instruction to students. Example: Extend the exam time but do not reduce your productivity or shorten the exam time but do not reduce your effectiveness, etc. - (In concrete numerical format, etc.) Level2 Give verbal instruction to students. Example: Extend the exam time but do not reduce your productivity or shorten the exam time but do not reduce your effectiveness, etc. - (In concrete numerical format, etc.) Level3 Give verbal instruction to students. Example: Extend the exam time but do not reduce your productivity or shorten the exam time but do not reduce your effectiveness, etc. . (In concrete numerical format, etc.) Level4 Give verbal instruction to students. Example: Extend the exam time but do not reduce your productivity or shorten the exam time but do not reduce your effectiveness, etc. . (In concrete numerical format, etc. )