Impact of HRM on Productivity

Impact of HRM on Productivity The impact of HRM practices and policies on employee productivity is a significant subject in the arena of human resource management, industrial relations and organizational psychology. The bulk of its work includes the rationale of utilization of High Performance Work Practices, boost up compensation and deliverance in the field of management systems and broader employee participation and training, can better the knowledge, enhance their urge/motivation, decrease avoiding work and improve retaining of quality employees while boosting up idler to quit the organization. Most of the logic given in the related research topics shows this fact that firm present and prospective human resources are pivotal considerations in the development and completion of its tactical business plan. Although the bulk of this literature is theoretical, concludes that human resource management usage can assist to develop a source of long term competitive benefit, especially when they are associated with a firms viable stratagem. I both this largely hypothetical literature and the rising traditional acumen among human resource professionals there is a emergent agreement that organizational human resource tactic may, if adequately arrange in a particular way, present a vivid/direct and inexpensively noteworthy contribution to firm capability. The assumption is that more effective systems of HRM practices, which at the same time use the potential for complementarities or synergies among such practices and help to implement a firms competitive strategy, are sources of sustained competitive advantage. Unluckily, very little pragmatic evidence assists such a notion. What empirical work does exist has largely focused on individual HRM practices to the exclusion of overall HRM systems. 1.2: Background A number of researchers have reported that HR practices are positively linked with organizational and employee productivity or performance. The focus and thrust of these studies have been towards developed countries. Little research has been done to test the HR-performance link in developing countries like Pakistan. Aycan et al. (2000) termed Pakistan as under-researched country in the field of HRM practices. The present study is an attempt to test the relationship between HR practices and employee productivity or performance in Nestle Pakistan Limited, in this situation it is important to find out the determinants which can enhance the employees productivity in an organization. The objective of this research is to facilitate the decision makers in an organization to follow the HRM practices which can improve the productivity of employees. The present study could be helpful to human resource managers of public and private sector organizations in Pakistan for formulation and development of HRM practices that will ensure high level of employees productivity resulting in increased achievement of an organization. To evaluate employee productivity as sanctioned by human resource management practice, as HRM practices have significant impact on employee outcomes particular on the productivity. Support for predictions that impact of HR practices on employee productivity, linking to the HR system focused on human capital enhancement was directly related to multiple dimensions of operational performance such as employee productivity, machine efficiency and customer alignment. Hypotheses will be derived from resource-based perspective on strategy. Positive and significant effects on employee productivity are found for organizations that utilize more sophisticated human resource planning, recruitment and selection strategies. The need to examine the output effects of original service practices using data from model of Nestle Pakistan Limited employees of diverse departments, efficiency regressions demonstrate set of creative work practices, which include motivational pay, teams, pleasant work assignm ents, employment safety measures and training, achieve significantly higher levels of yield which includes slight job definitions, stringent work rules and hourly pay with close management. Most of the literature on HRM activities has presumed that employee productivity affects the success and effectiveness of HRM activities. 1.3: Objectives Determining use of productivity in comparison to performance and recognize productivity level on work performance Finding out employee productivity impact from HRM based functions Relating to several theories and applications of HRM practices in accordance to employee productivity The aim of the proposed study is to explore the relationship between HRM practices and employee productivity. The researcher will try to answer two questions, i.e., How do Human Resource Management (HRM) practices affects Employee productivity? And how an organization can improve its productivity through effective HRM practices? The present research will be conducted through survey questionnaire technique. The questions will be close ended with five point Likert type scale. For calculation and manipulation on the primary data, statistical tools will be used. In this research, Nestle Pakistan Limited a food processor, one of the largest organization in Pakistan will be the target population. In order to select the sample, non-probability convenience sampling technique will be used. The sample will contain 100 respondents including both male and female. This research will be of quantitative type because the quantitative research is more result oriented than qualitative research. The pr esent research will be applicable in almost all areas private and public sectors because it identifies the basic key i.e. Human Resource Management (HRM) practices and employee productivity. Problem statement What is the problem? There are many and varied reasons why managers are continually under distress in organization. Resources, human and material, technology are but a few issues confronting managers daily. More importantly the human aspect has questions that have perplexed and fascinated managers for a long time. These questions include: How can they improve the performance of their employees? Which factors make some employees better productivity in their jobs than others? What makes some employees perform better than others? There are no easy answers to these questions, yet they plague managers in their day-to-day running of organizations. The reality is that the level of employee motivation affects their morale, performance and overall job satisfaction. Research question and research objective Research questions How an organization can improve its productivity through effective HRM practices. How does HRM practice effect employee productivity? Hypothesis Human Resource Management Practices are positively correlated to Employees productivity. H1: Selection is positively correlated to Employees productivity. H2: Training impacts Employees Performance positively. H3: Performance appraisal is positively correlated to Employees Performance. H4: Career planning is positively correlated to Employees Performance. Scope and Limitations of research Scope Scope of the current research study is limited to the Nestle Pakistan Limited. The current study touches those recruitment areas of private sector organization which are still neglected, but have its own importance. The proposed study will throw light on such hiring areas to improve the efficiency of the employees of Nestle Pakistan Limited will increase. The results of the present study will be able to be implemented in the private sector organizations well. Limitations The research study will must have to be completed in November 2010. Time limit is a critical factor because it will have to complete with the normal job routine. Respondents may not be able to respond properly because of their tight schedule. Respondents may not have the proper knowledge about the variables and their relationship which are under study. Personal likeness and dislike-ness of the respondents may create biasness in the study. Respondents may feel hesitation while attempting the questionnaire and may produce ambiguous results. Conceptual framework of research In the past Human resource management (HRM), was known as personnel management, which includes all the activities performed by an organization to make sure the efficient employment of employees towards the accomplishment of individual, group, and organizational objectives. A firms HRM working concentrates upon the people side of administration. It is made of usages which help the company to deal efficiently with its people throughout the different steps of the employment cycle, as well as pre-hire, recruitment, and post-hire. The pre-hire step includes planning tactics. The business must take this decision that what types of job initiation will survive in the future period and focus the required qualifications for performing these jobs. During the hiring steps, the organization chooses its employees. As for as the selection criteria techniques are concerned they include recruiting applicants, judging their diploma, and finally choosing those who are deserved to be the most competent. In the post-hire phase, the business makes HRM policies for efficiently managing persons once they have come to them. These techniques are formed to enhance the performance and contentment levels of employees by giving them with the required knowledge and capabilities to fulfil their job assignments and by developing such occasions that will boost up their energy, guide and help the employees in their efforts to meeting the businesss goals. HRM practices and implementation There is always HR department in a firm which implements its policies and the responsibilities of this department are associated with HR professionals and line managers. The interaction b/w managers and HR professionals guide them to make efficient and productive HRM policies. Firms success depends upon the performance of its worker and methodology of its appraisal method. HR professionals originate the system, while managers present the criteria to judge the standards of making performance evaluations in their right perspective. As far as the nature of these roles is concerned they vary from company to company making its dependence on the size of the business. This conversation presumes large company with highly developed HRM department. Similarly, in small companies without extended HRM departments, line managers must presume an even greater role in efficient HRM practices. HR professionals commonly presume the following four areas of obligations: establishing HRM policies and measures, developing/choosing HRM methods, monitoring/evaluating HRM practices, and advising/assisting managers on HRM-related matters. HR professionals usually make the decision (subject to upper-management approval) what actions to follow when imposing HRM policies. For example, HR professionals may decide that the selection procedure should include having all applicants (1) complete an application (2) give an employment test, and then (3) be ready for the interviewed by an HR professional and line manager. Generally the HR professionals adopt specific methods to implement a firms HRM policies. For example, in selection the HR professional may presume the application empty, develop a prearranged interview guide, or select an employment test. HR professionals also make ensure that the firms HRM practices are adequately implemented. Evaluating and monitoring are involved in this obligation. For example, HR professionals may evaluate the usefulness of employment tests, the success of training programs, and the cost effectiveness of HRM outcomes such as selection, turnover, and recruiting. They also may monitor records to ensure that performance appraisals have been properly completed. HR professionals also consult with management on an array of HRM-related topics. They may assist by providing managers with formal training programs on topics like selection and the law, how to conduct an employment interview, how to appraise employee job performance, or how to effectively discipline employees. HR professionals also provide assistance by giving line managers advice about specific HRM-related concerns, such as how to deal with problem employees. The development of HRM procedures and methods often requires input from line managers. For example, when conducting a job analysis, HR professionals often seek job information from managers and ask managers to review the final written product. Additionally, when HR professionals determine an organizations training needs, managers often suggest what types of training are needed and who, in particular, needs the training. Significance of the study The proposed study is directly related to the human resource management (HRM) practices and its related effects on an organization. A positive or negative correlation will be created between the variables of the HRM practices and employee productivity and performance with in the target population i.e., Nestle Pakistan Limited. The impeding significance of the research can be found at the ideal composition of research of how it can go or not go beyond the scope of research as the research findings could be at most useful in terms of instilling awareness to HR personnel and other involved parties that it is important to have right amount of productivity adhering to performance, research is significant in providing ample basis towards theory and conceptual sense of HR ways, productivity level as well as application and accepting HR practices research and development as reference tool. The proposed study will also attract the attention of the management of the private sector organization to reduce the rate of turnover of the contractual employees. The present study will also highlight the importance of good and satisfactory HRM practices in saving the time of management and the co-workers. The findings of the study will help the organization to improve the productivity and efficiency of employee and provide a speedy start up for the new employees, save the time, reduce start up cost, minimize the anxiety and reduce the turnover of contractual employee in a private sector organization. The study will also help the organization to optimize the abilities of the employees and assign the responsibilities accordingly. In this way the organization will be able to achieve its objectives in a better cost effective way by making a confident and strong workforce. The findings and recommendations will be proof more effective through out the organization. LITERATURE REVIEW HRM practices and productivity of employees Guest (2002) has argued that the Impact of HRM on performance depends upon workers response to HRM practices, so the impact will move in direction of the perception of HRM practices by the employee. Wood (1999) and Guest (2002) has stressed that a competent, committed and highly involved work force is the one required for best implementation of business strategy. Huselid (1995) have found that the effectiveness of employees will depend on impact of HRM on behavior of the employees. Patterson et al (1997) while discussing impact of people management practices on business performance has argued that HR practices in selection and training influence performance by providing appropriate skills. Their research has found that HR practices have powerful impact on performance even if measured as productivity. Huselid (1995) stressed that by adopting best practices in selection, inflow of best quality of skill set will be inducted adding value to skills inventory of the organization. He also stressed on importance of training as complement of selection practices through which the organizational culture and employee behavior can be aligned to produce positive results. Cooke (2000) has included efficiency and effectiveness as ingredients of performance apart from competitiveness and productivity. He or she further argued that training is the tool to develop knowledge and skills as means of increasing individuals performance (efficiency and effectiveness). Singh (2004), whose observations are more relevant in our cultural context, argues that compensation is a behavior aligning mechanism of employees with business strategy of the firm. Career planning is a tool that aligns strategy with future HR needs and encourages employee to strive for his personal development (William et al, 1996). By increasing employee participation, the firm will benefit from increase in productivity of the employee due to increased commitment of the employee. Financial participation schemes were more beneficial for the organizations than the associated cost (Summers Hyman, 2005). Use of best HR practices shows a stronger association with firms productivity in high growth industry (Datta et al, 2003). This finding has significance in our case as we have shown that the telecom sector of Pakistan is a high growth industry. Wright et al (2003) have argued that an employee will exert discretionary effort if proper performance management system is in place and is supported by compensation system linked with the performance management system. Job definition is combination of job description and job specification. It clearly outlines duties, responsibilities, working conditions and expected skills of an individual performing that job (Qureshi M Tahir, 2006). Ichniowski (1995) while observing productivity of steel workers have found that complementary HR practice System effects workers performance. Majority of previous research has verified significant relationship between HR practices and Employee Outcomes (Sels, 2006) Collins (2005) in a research of similar nature targeting small business have found that effective HR practices impact employee outcomes significantly (employee outcomes used by them were different than ours). A research was conducted by Mr. Tahir Masood Qureshi (2006) regarding Impact of HR p ractices on organizational performance in Pakistan. His findings were supportive of our assumption that HR practice system effect Organizational Performance through employee outcomes. METHODS AND PROCEDURES Methodology The present research will be a survey type cross sectional quantitative research. The research methodology will be as follows: Research population In the given research study, the population will be all employees of Nestle Pakistan Limited. The number of female staff in the population will be very small but their efficiency of work is greatly affected. Research sample The sample will consist of both males and female, upper, middle and lower level staff from the target population. According to the designations of the respondents their qualifications, professional experience, age will vary. Sample size The sample will contain 100 respondents including both male and female. Type of research This research will be of quantitative type because the quantitative research is more result oriented than qualitative research. Sampling technique In order to select the sample from the target population i.e. Nestle Pakistan Limited Non-probability convenience (purposive) sampling technique will be used. Questionnaire A questionnaire will be designed to collect the necessary information. The questions type will be close ended. A cover letter highlighting the purpose of the study and instructions to fill in the questionnaire and a demographic data sheet will be prepared and attached with the questionnaire as well. DATA ANALYSIS AND REPRESENTATION Available research software and manual calculation will be uses while making analysis on the data collected for the proposed research study if needed. Statistical and arithmetical formulae will be applied as per demand and need of the study. Statistical tables and graphical representations will also be drawn. FINDNIGS, CONCLUSION AND RECOMMENDATIONS Findings In order to achieve the basic purposes and objectives of the proposed research study, research findings based on data analysis will be discussed generally and specifically. Conclusion Conclusion will be constructed after analysis. Recommendations At the end finally Recommendations will be given for further improvements. Research Plan and Time Schedule Time is an important element of any research design, to measure the time span.

Fractional Growth Factors

Early Field Experience Lesson Plan Fractional Growth Factor CMP Math 8th Grade Ms. Tanisha Wilson Fifer Middle School Tanisha Wilson MTSC 403 Fall 2011 CONTEXTUAL FACTORS Student Characteristics There 28 students and they are in 8th grade CMP math class. There are some students in this are inclusion so there are two teachers in the classroom. There is a regular mathematics education teacher, and there is a special aid teacher. The students in this class have to take two mathematics classes each day, a CMT course and a prep course which will help them score high on their DCAS scores.They are from different nationality backgrounds and they understand English well. There is one student in the class who has a wheel chair and the desk is arranged for him to sit comfortably by the door. Overall the students in this class are well behaved and eager to learn mathematics. Grouping Patterns Student’s seats are arranged in groups of four. Students will work in groups of four and a class as a whole will whole. Prerequisite Knowledge Students should already be able to identify the growth factor in the problem with reasoning, the y- intercept, and what everything number in the equation represent.Students are also expected to know what exponential growth mean and are able to graph and factor with exponential growth with whole numbers. Instructional Materials Smart board, smart responders, paper, pencil LEARNING GOALS Mathematical Learning Goals Students will build on their knowledge of exponential growth. Students will think about exponential growth with the fractional (or decimal) growth factors and know when it is appropriate to round the number to the nearest decimal place and why. Students will know how to find the fractional exponential growth using the formula P= a (b)x. NCTM Content StandardsGrades 6-8 Algebra * Identify functions as linear or nonlinear and contrast their properties from tables, graphs, or equations. * Model and solve contextualized problems usi ng various representations such as graphs, tables and equations. Delaware Standards Math GLE Standard 2 Algebraic Reasoning * Compare the rates of change in tables and graphs and classify them as linear or nonlinear. * Use tables, graphs and symbolic reasoning to identify functions as linear or nonlinear. DIRECT Diversity- there will be different ways to solve the problems so students would be given many ways to practice and choose which method fits best.Interpersonal Communications- students will follow a method that the teacher in the class uses which is called Think, pair, share. Students would think about their answer, pair up with their group members to discuss what each other got, and then share their answer with the whole class. Reflection- students would reflect on what is going on in the class by exit cards at the end of the lesson. Students will also receive extra practice by doing a homework assignment. Effect teaching and assessment Strategies- students would be asked qu estions leading to them figuring out the formula.At the end of the lesson there would be exit cards to assess what the students have learned in today’s lesson. Content and Pedagogical Knowledge- this is like a review lesson. Students already have prerequisite knowledge on the same material. The only difference with this lesson is that the growth factors for the problems we will be working on today are fractional. Technology- students would use smart responders in the beginning of the lesson to determine if their answers were correct or not. We will also be using the smart board to see the problems needed in order to keep the lessons going. Mathematical Proficiency StrandsUnderstanding mathematics- student’s will be asked multiple questions based off of the problems they have done in previous lessons and the lessons we are doing today so I could know if the students are understanding the mathematics we are covering the in class. Applying concepts to solve problems- stud ents would be given two solve problems and asked how they came up with their answer with explanations of how they got the answer. Reasoning logically- students would be given a real life situation as a solve problem and the answer they come up with have to logically fit the situation given in the story.Engaging- students will be engaging with each other to discuss their thoughts of the solve problems by doing the think, pair, share. Assessment Plan In the previous investigation, we studied exponential growth of plants, mold, and a snake population. In the growth factor and the starting value, we could make predictions. The growth factors in these examples were whole numbers. In this investigation, we will study examples of exponential growth with fractional growth factors. Students will have an understanding on how to find the exponential growth of a Rabbit population with fractional growth factors.Examples will be shown that students understand the lesson by using the growth factor table, being able to determine what is the growth factor and when is it appropriate to round it up to if necessary and students will be able to connect the chart and table to a formula for the exponential growth rate. Pre- Assessment Students will be given a chart that looks like the previous charts we have went over. The difference with this chart is that the growth factor is not a whole number. Students will have to find the equation based off of the chart. They would put their answer into the smart responder.Once everyone’s answers are calculated into the smart responder, we will receive a percentage of how many students got the correct answer in the class. We will then discuss why that is the correct answer. Additional Assessment 1 Students would be given a problem on the smart board with a table which will represent the exponential growth of rabbits. Ask students the following questions†¦ 1. What is the growth factor? Explain how you found your answer. 2. Assume th is growth pattern continued. Write an equation for the rabbit population p for any year n after the rabbits are first counted. Explain what the numbers in your equation represent. 3.How many rabbits will there be after 10 years? How many will there be after 25 years? After 50 years? 4. In how many years will the rabbit population exceed one million? Do not give students the answers. Have students come up with the answers on their own, then they could discuss with a classmate, then the whole class would discuss the correct answer and why. While students are working in groups, the teacher would be walking around and looking at student’s notes to see their understanding. If you see that there is more than one approach to the answer, then call on the different students with the different approaches so there could be variety.Post Assessment The class would sum up what we did in today’s lesson by answering the exit cards with a question similar to the one we did in class. St udents must answer the question in details. The teacher will explain to the students that the main point of the lesson today is to recognize that the growth factor may not always be a whole number. By the end of this lesson, students should be able to solve a problem dealing with exponential growth with the growth factor not being a whole number. OPENING 5 Minutes8:00-8:15 Rationale Students will be shown a chart on the smart board and will be asked to find the growth factor and the equation for the table. Since the students are already familiar with exponential growth using whole numbers, I want student’s to see that not all exponential growth would have a whole number as the growth factor. The opening activity is a reflection on the same type of formula they have been working on, the only difference is that the growth factor would not be a whole number.Students would focus on the growth factor and being able to put it into an equation which will support the table. Students will be assessed by using the smart responders. The smart responders will allow the teacher to know the percentage of students who got the correct answer before beginning the lesson. | Materials Smart board, smart responder, pencil, and paper Activity Description When the students first walk into the classroom, they will be asked to grab a smart responder. (The smart responder allows the teacher to see the percentage of how many students got the correct answer).Based off of the results on the smart responder I will have a short discussion of what is the growth factor, the y-intercept, and why important to know those numbers in order to create a formula. The table is as followed†¦ X| 0| 1| 2| 3| Y| 30| 57| 108| 206| Differentiate Instruction One student from each group will get up to get the smart responders for their group and return them when we are done. Students will be able to do this because there is a student in the classroom with a disability; he is in a wheelchair so I do not want him to feel left out in any way.Therefore, each group will have to go through the same procedure. Another differentiate instruction we will do is go over the correct answer into details because there are some students in the class who are inclusion. I do not want to move too fast with the class as a whole so I will continue to review the material and monitor ALL students understanding of the lesson before moving on. What is the growth factor in this table? Possible Student Responses| Possible Teacher Follow-ups| 1. 9| Did everyone get that answer? | No. | What did you get as the growth factor? | At first I got1. then I divided the next two consecutive numbers which is 108/ 57 and I got 1. 894736834, so the growth factor is not the same with each number. | Did anyone else get that? | Yes| Well I’m happy you pointed that out. What is the difference between this table and the previous tables we have been doing these past few weeks? | The growth factor is not the same for every outcome is not the same exact number| What is different about the numbers though? | They are a decimal and not whole numbers. | Ok. Good point. Is 1. 894736 close to 1. 9? | Yes| When you divide 206 and 108, what is your outcome? 1. 907407| Is that close to 1. 9? | Yes| So what could you tell me about this growth factor now? | That the outcomes are very close to each other but they are not the exact same| So imaging if you wanted to round your growth factor to the nearest whole number, put the number 2 into your formula, what are your results? | 30*2= 6060*2= 120120*2= 240| Are your results accurate compared to what we need on our table? | No. | Why is that? | Because when you keep multiplying by 2 instead of 1. 9 the result grows bigger and bigger and it does not match what we need. What do you suggest we do if we wanted to put these numbers into an equation that will have the closest possible outcome? | Round it to 1. 9? | Why 1. 9? | Because what was the first exact ou tcome and when we divined the next consecutive numbers, they are close to 1. 9| Ok great job. So when this happens we will round up to the nearest outcome and in this case it is 1. 9| BODY #1 30 MinutesTime: 8:15- 8:45 Rationale The purpose of this activity is for students’ to have a visual with a story of rabbits reproducing and is able to form an equation with the table given to them.This activity will build on the students’ knowledge of exponential growth and at the same time introducing with fractional growth factors. It is important for students to understand that the growth factor will not always be a whole number and what they should do when they face this problem. This activity develops the learning goal of student’s being able to think about fractional growth factor and why should they round it to the nearest decimal place instead of the whole number. Materials Graphic Calculator, pencil, paper, smart board Activity DescriptionStudents will be sitting i n groups of four. During this activity, student’s will do a think, pair, share for every question asked to them before discussing it with the class as a whole. Think, pair, share is a way for students to actually THINK about their answer and why do they think that will be the correct answer; they should also be taking down notes at this point. PAIR is when they talk amongst their partners and share what they came up with and then compare answers. If anyone answer is different, then they will discuss why are their answers different.SHARE is when the whole class has a discussion about all of the possible answers and come to an agreement and understanding of the correct answer. Students will be assessed while doing think, pair, and share. The teacher would be walking around the class taking notes about the student’s understanding and mentioning anything that stands out or may be confusing about the lesson to the class. This will just be personal notes for the teacher to k now the student understands of the lesson. | The activity will begin with the â€Å"did you know† which will be shown on the smart board.Did you know? In 1859, a small number of rabbits were introduced to Australia by English settlers. The rabbits had no natural predators in Australia, so they reproduced rapidly and became a serious problem, eating grasses intended for sheep and cattle. In the mid-1990s, there were more than 300 million rabbits in Australia. The damage they caused cost Australian agriculture $600 million per year. There have been many attempts to curb Australia’s rabbit population. In 1995, a deadly rabbit disease was deliberately spread, reducing the rabbit population by about half.However, because rabbits are developing immunity to the disease, the effects of this measure may not last. Students will think about the â€Å"did you know† problem and then a table will be shown on the board based off of the problem. If biologists had counted the ra bbits in Australia in the years after they were introduced, they might have collected data like these: Growth of Rabbit Population Time (yr)| Population| 0| 100| 1| 180| 2| 325| 3| 583| 4| 1,050| Students would be asked the following questions followed by a mini class discussion for each question. 1. What is the growth factor?Explain how you found your answer. 2. Assume this growth pattern continued. Write an equation for the rabbit population p for any year n after the rabbits are first counted. Explain what the numbers in your equation represent. 3. How many rabbits will there be after 10 years? How many will there be after 25 years? After 50 years? 4. In how many years will the rabbit population exceed one million? Differentiate Instruction There are some students in this class who are inclusion which mean that they need extra help with understand the concept of the material.There is an inclusion math teacher in the classroom as well but her attention is strictly for those studen ts’. The activity has question and answers so that way everyone in the class could participate in lesson and contribute their understandings. Students will also have to think about the answer on their own at first before working in pairs which will be helpful for the teacher who is walking around to see the students understanding individually. The inclusion student’s will also receive peer help along with teacher sponsoring. What is the growth factor of rabbits reproducing represented by this table?Possible Student Responses| Possible Teacher Follow-ups| 1. 8| Why 1. 8? | Because divided the first two consecutive numbers which is 180/100= 1. 8 so every year the rabbits times itself to 1. 8| So did you get 1. 8 every time you divide the consecutive numbers? | No, when I divided 325 by 180 I got 1. 805555556, when I divided 583 by 325 I got 1. 793846, and when I divided 1,050 by 583, I got 1. 801029. They were all close to 1. 8 so I rounded it up like what we did for the warm up. | Great job, my only question is why did we round it up by 1. 8 and not 2? Because we are dealing with fractional growth factors even though these are decimals. | But what if you didn’t know you was dealing with fractional growth factors and you had to solve this problem, why wouldn’t you round your growth factor up to the nearest whole number? | Because if I rounded my growth factor up to the nearest whole number then the result for the growth amount for populations of rabbits of the next year would not be around the number given. | I don’t really understand what you mean; may you please demonstrate to the class using your calculator? |The student would demonstrate to the class using his/ her calculator Year 1100*2=200not close to 180 Year 2200*2=400not close to 325 Year 3400*2=800not close to 583 Year 4800*2=1600not close to 1050 So why do we round to the nearest appropriate decimal? Possible Student Responses| Possible Teacher Follow-ups| Because if we were to round it to the nearest whole number, then the growth factor will not be close to the next years population rate. | Correct. What is the equation used for this growth factor? | 100(1. 8x)| Why? | Growth factor is 1. 8 and we raise that by time which is x| Ok great job. |CLOSINGTime: 2 minutes Learning Goal(s) Students will build on their knowledge of exponential growth. Students will think about exponential growth with the fractional growth factors and know when it is appropriate to round the number to the nearest decimal place and why. Students will know how to find the fractional exponential growth using the formula P= a (b)x. Review Based off of what we learned today students will be able to draw connections from the previous lessons with exponential growth factors and now know how to find the exponential growth with the growth factor not being a whole number.Students are to state why they are rounding up the number to the nearest decimal (if needed). Students will ha ve to answer the Exit Cards before leaving the class. 1. Why isn’t the growth factor of exponential growth always a whole number? 2. If you were to round up your decimal or fraction to the nearest whole number and put it into the equation P= a(b)x, what will your outcome be and explain why. Students would be assessed on their understanding of today’s lesson and making sure that they meet the learning goals thinking mathematically. | Follow-up ActivitiesStudents will be assigned a homework assignment. 1. In parts of the United States, wolves are being reintroduced to wilderness areas where they had become extinct. Suppose 20 wolves are released in northern Michigan, and the yearly growth factor for this population is expected to be 1. 2. a. Make a table showing the projected number of wolves at the end of each of the first 6 years. b. Write an equation that models the growth of the wolf population. c. How long will it take for the new wolf population to exceed 100? 2. a . The table shows that the elk population in a state forest is growing exponentially.What is the growth factor? Explain. Growth of Elk Population Time (year)| Population| 0| 30| 1| 57| 2| 108| 3| 206| 4| 391| 5| 743| b. Suppose this growth pattern continues. How many elk will there be after 10 years? How many elk will there be after 15 years? c. Write an equation you could use to predict the elk population p for any year n after the elk were first counted. d. In how many years will the population exceed one million? Homework will be checked during the next class meet. ATTACHMENTS â€Å"Growing Growing Growing† book pages 33-36

Elaboration Theory in Learning Psychology Essay

The concept of elaboration theory centers greatly on progressive learning. That is, the steps in learning are built upon each other in a series of increasingly complex steps. In other words, rather than plateau the learning progress, it increases in complexity as time goes on. However, what was learned in the earlier portion of the progression is not discarded. So, the concept of elaboration can be visualized as an upside down pyramid. It starts at a small point and expands. However, the progression is always connected to its origination point. An example of this is as follows: a student is taught basic sentence structure. Then, the basics of sentence structure are expanded into the proper way to devise a paragraph. This later extends further as the students is taught to the create a series of paragraphs that form a coherent essay. An essay can later be expanded into a lengthy research paper. Really, there is no limit to the progression as long as it never deviates from the origination point of proper grammar and structure. Why theorists recommend that learners elaborate as much as possible. Many theorists believe that the elaboration theory provide a cohesive approach to learning. This provides for an increase in retention and overall improvements in learning. How schemas and scripts are often involved in elaboration. The way schemas and scripts work in the realm of elaboration is that they involve the individual’s prior accumulation of knowledge. This can be a help or a hindrance depending upon whether the prior knowledge improves or impedes the facilitation of new knowledge. Why different people may elaborate differently on the same information. Different people may have different strengths and weaknesses. They also may have different goals for learning the material. Since elaboration is a process and not a product, it is understandable that different approaches to present the same material are needed. Why elaboration sometimes leads to the storage of inaccurate information. No system of learning is perfect and elaboration theory is not free of such problems. One possible reason that elaboration theory can lead to inaccurate information is because the progression of learning goes off on tangents. If this occurs, then it may prove difficult to develop a coherent learning paradigm.

Short Story Just A Regular Coffee - 918 Words

Cheyenne Tordsen Exercise 1 Just A Regular Coffee â€Å"Today,† Audrey whispered to herself as she opened the heavy wooden door to Carol Sisters Coffee. The scent of fresh coffee overpowered that of the bouquet she was carrying. The room was darker than usual from the lack of natural light coming in because of the rain, but the hanging lights imitating candles did a fine enough job. Audrey did love this shop because of how homey it was. â€Å"Good morning! Same order as usual, Audrey?† the barista asked from way over at the counter, rocking one headphone in and one headphone out so she could still hear the door ring. Audrey nodded. Audrey Robinson was a creature of habit. She routinely wore very similar knitted sweaters—neutral colors so she†¦show more content†¦Ã¢â‚¬Å"I brought you some flowers because I heard you complaining that you didn’t have enough to paint back at home.† Virginia looked up and smiled. â€Å"Why thank you. I haven’t gotten many flowers si nce Tom died.† â€Å"I hope you like them. I didn’t know what kinds you liked. I just noticed you wear a lot of colors so I went with—† â€Å"I don’t believe in favorite colors; it’s so rude to pick just one. That’s why my favorite color is the rainbow,† Virginia said. â€Å"Right, well, I don’t want to distract you from your work†¦Ã¢â‚¬  â€Å"Stay seated, dear.† Virginia took a sip of her tea. â€Å"It’s not as if I have anywhere to go.† After bombarding Virginia with repeated â€Å"are you sure’s,† Audrey decided to stay put. â€Å"It’s been a while since we talked,† Virginia said. â€Å"You always look so focused on your painting. I would hate to take you away from that.† â€Å"You sound like my daughter.† â€Å"Oh, you have a daughter?† Audrey asked. â€Å"Only one,† she responded. â€Å"Her name is Lily.† â€Å"Well, it’s good I gave you some lilies then.† â€Å"They’re lovely. That’s why I named her after them.† â€Å"I wasn’t aware that you had a daughter,† Audrey brought up again. Virginia went back to drawing, but continued the conversation. â€Å"Most people don’t. You know, it seems like after Tom died everyone forgot that I even was married.† â€Å"Well you don’t tell most people that you were.† â€Å"I don’t tell most girls that I was,† she said. â€Å"Are youShow MoreRelatedThe Coffee Shop Essay1116 Words   |  5 PagesThe Coffee Shop has been around since 1992. Many people waltz in and out of The Coffee Shop everyday, you may even be one of these people who on route to class make a quick stop. But as you exit the bui lding did you notice the small crack at the base of the wall. Where an upset employee threw a tray of mugs? 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