Bilingualism is defined as the ability of an individual to use two languages proficiently (Gazzotti & Liberali, 2014). There is a fluctuation in adults and children whereby the use and proficiency in the two dialects may be altered depending on the opportunities to use them and experience that other users have using the same languages. It is a domain that is dynamic, and it is dependent on some factors, including tasks, topics, time, and experience.

There are two types of bilingualism: simultaneous and sequential bilingualism. Accordingly, the former happens when a child has significant contact with two dialects since birth. Ideally, the person has a quality and equal exposure to both languages.

Conversely, sequential bilingualism is evident when an individual is continually in contact with people that speak the second dialect when he or she is aged three and above, and he or she has established the first language well. However, the experience of being bilingual is unique to every individual.

Primarily, it is dictated by the fact that different people are exposed differently to a particular language; hence, their prowess in that dialect is consequently varied.

The ability to speak two languages can have a myriad of changes to the individual and the society. Social changes accompany the knowledge of two languages, which refer to any essential alterations over a period in behavior patterns, norms, and cultural values of the society or a person. In turn, these alterations yield outstanding social consequences for a community.

Social changes can be exemplified by the improved ability to solve conflicts, problem handling, and management of issues that arise in the society. Indeed, bilingualism has played an exciting role on the discontented members of the community to bring about a positive social change.

The theorists of social change have admitted that bilingualism has a likelihood of influencing social change. Consequently, the acquisition of two languages and their appropriate use results in a shift in human thought, which is outwardly expressed and fosters social change. Bilingualism has some advantages and disadvantages in the society.

However, this paper looks at the pros brought about by the knowledge of two different languages. Accordingly, this study proposes a hypothesis, which is researched, the results obtained are analyzed, and a conclusion arrived at thereafter. In particular, this paper explains the social changes brought on by bilingualism.

Research Questions and Hypothesis

One of the outstanding abilities of bilinguals is their ability to separate their languages during language processing in the brain (Gazzotti & Liberali, 2014). Usually, they need to ensure that the correct lexical representation in the brain centers is accessed during production and comprehension of language.

To achieve a successful passageway of information, the bilinguals should ensure that only these lexical areas are selected, which enables the words to be uttered. Mainly, it is a selective process. In light of this, two questions arise:

1. Does the recurrent use of such targeted mechanism have a severe impact on other mechanisms of functioning of the brain?
2. Does this imply that the ability to handle issues by bilinguals as compared to monolinguals, individuals who only speak one language, is different?

The study seeks to answer both questions.  Accordingly, the hypothesis for the study is that bilinguals have a better conflict resolution ability than individuals who speak one language, otherwise known as monolinguals.

Individuals that speak two languages can work out issues in a sober manner, which brings about a positive social change. This study will research the reactions of monolinguals and bilinguals that are given a conflict to manage.

Evidently, the control mechanism employed in switching between languages is also used in tasks that require flexible control of attention, such as conflict management.

Given that, one’s capacity to face a challenge and overcome it is improved if he or she can use two languages. The brain becomes flexible and can withstand any stressful situation and perform outstandingly.

Research Design

Data for this study was sourced from secondary sources. Online journal articles from Google scholar and Pub-med were reviewed, results obtained, and then analyzed. Every author contributed differently to the paper.

In one study, sixteen English bilinguals and sixteen monolinguals were selected (Moreno, Bialystok, Wodniecka, & Alain, 2010). The age limits were 18 and 33 years old.

The monolinguals were born and raised in an English-speaking country, while the bilinguals were from other countries with different language speaking capabilities.

All participants reported having a good vision and consented to the study by the stipulated guidelines. They were taken through a battery of tests, which measured their vocabulary, working memory, and intelligence.

Still, the participants were presented with 300 questions that had a mixture of grammatically correct and incorrect sentences. They were supposed to fill a form with a “yes” or “no” depending on whether the sentences were grammatically accurate.

The test was carried out for three hours. The neuro-electric brain activity was digitized with electrodes placed on the head of the participants (Moreno et al., 2010). Eye movements were also monitored during the exercise. Moreover, the mean amplitudes from the recording machine were calculated, results analyzed, and discussed.

The second source was based on a study on a bilingual school located in Sao Paulo. The group consisted of twelve-year-old school going children that were exposed to unforeseen conflicts evident in the classrooms.

A secret video camera was left at a corner without the knowledge of the pupils. The recordings of the unexpected daily conflicts were made, and the resolutions made by the students.

The chronologic events surrounding any disputes were also considered. Moreover, regular recordings were made. Consequently, out of the two hundred videos recorded, only ten were sampled for the study.

Finally, in the third research, 5538 participants were involved, and an equal number of bilinguals and monolinguals were selected (Donnelly, Brooks, & Homer, 2010).

The bilingual individuals had to meet specific criteria, which consisted of proficiency in their languages, use of the two dialects at home and school, and use of these languages in at least 40 % of their daily activities. Besides, the age at which the participants began using the second dialect was equal to or half their current age at the time of the study.

The monolingual group was only defined if only they had just one exposure to a language in their life. Nevertheless, all the participants were exposed to the Simon, Flanker, and Stroop tasks. They were supposed to make judgments on visually represented stimuli such as colors. Finally, the findings were obtained and discussed.

Findings

In the first study, bilinguals achieved a higher accuracy than monolinguals. The pairwise comparisons indicated that performances were higher for syntactically incorrect and correct sentences than for semantically anomalous ones.

The relationship between the group and the condition present was significant. The recordings for amplitude showed a mean positive interaction between language knowledge and the level of accuracy in choosing the questions.

Accuracy levels were at a top limit for the bilingual individuals. Further scrutiny showed that there was an interaction between the hemisphere and condition Moreno et al., 2010).

Peak amplitudes were obtained in bilingual participants showing that their degree of accuracy was improved compared to monolinguals.

The inclusion of executive control in making decisions during conflicts was investigated using the electrodes placed on the scalp. Recordings were made at the point of word-by-word reading of sentences and making judgments.

It was hypothesized that bilinguals could resolve conflicts flexibly compared to monolinguals, which was evident in this study (Moreno et al., 2010). More importantly, the bilingual individuals showed more involvement in solving hard tasks as compared to monolinguals.

Consequently, people with the knowledge of two languages handled more challenges. Consistency was observed with the bilinguals in sustaining the level of answering the questions.

Indeed, this pattern confirms that a proficiency in two dialects improves one’s efficiency in solving issues. The brain gains flexibility when one uses two different languages.

The locus centers of language appreciation in the brain are switched smartly whenever someone changes his or her dialect. This concept is physically manifested when handling conflicts.

Bilinguals display a bilateral distribution of the effect of hemispherical localization in a more profound way than monolinguals (Moreno et al., 2010).

Syntactic processing improved in people with a flexible mind. Arguably, a person with a knowledge of two languages has already trained his or her mind to accommodate anything in any situation. In turn, it can improve how people view issues that come up and how they handle such matters.

Moreover, being conversant with other people’s language can minimize language barriers during the resolution of a problem. Socially, the changes are evident, such that persons that are conversant with another dialect other than their native language are recruited to solve issues between two warring parties.

Consequently, the experience of two languages creates flexibility in one’s mind, which in turn translates into a physical flexibility in handling problems. In effect, there is an improved social change in conflict resolution.

In the second study, the hidden camera showed instances where there were conflicts in the classroom and how the children resolved their issues quietly and wisely.

In one episode, they were captured having snacks during their snack time. At one corner, four boys were seated, and one of them wanted to test another boy’s meal. Three of the pupils could speak both Spanish and English, while the remaining one only knew English because he was new to the school.

Unfortunately, one of the boys grabbed the other boy’s snacks without consent, and an argument ensued. The other boys resolved the issues when they just spoke the second Spanish language (Gazzotti & Liberali, 2014).

However, the boy who did not understand Spanish keeps on complaining even after the lessons that evening. Observations made by the camera record that the other boys went on with their activities while the monolingual pupil felt unsatisfied.

Indeed, it is evident that allowing students to exercise their lingual knowledge on different issues can enhance their conflict resolution and management (Gazzotti & Liberali, 2014).

To accomplish this, students should be given chances to participate in bilingualism and be motivated to use the languages for the benefit of the society. The social setting is continuously faced with challenges and difficulties that require sober minds to resolve them.

For example, disagreements come up in the social settings frequently. In a perfect society, conflict is an element that shows the cohesion and interaction among people (Gazzotti & Liberali, 2014). Learning to argue collaboratively using a language that both afflicted parties understand is key in minimizing conflicts.

School teachers do not have sufficient time to work on conflict management. However, this issue can be delegated by motivating students to learn more languages. In the case study, the conflicts occurred during snack time, classrooms, and at this moments the teachers were not present (Gazzotti & Liberali, 2014).

The kids were obliged to determine the best possible solutions to their differences. They resolved their problems by word of mouth and using their languages they have learned.

After going through their experiences of solving problems, it became part of the pupil’s task to sit down and talk about such issues in groups, which was impressive.

Undoubtedly, the skills in conflict management gained were transferred to their families and the society. It meant that the social perspective of the way the people solve conflicts improved (Gazzotti & Liberali, 2014).

The decisions made by the children were autonomous and done collaboratively, which was all based on their bilingualism. The study also showed that the participants were grouping themselves based on the fact that they spoke two dialects. A new form of interaction was created, and problem-solving was enhanced.

In addition, the children had internalized the cultural diversity that comes up with an appreciation of a new language. New relationships were established that were multicultural. The best way the kids learned to solve problems was resorting to arguments.

The fundamental role of language in social change has been exemplified in this study. The concepts of learning of language, development of higher mental abilities, and internalization of conflict resolution skills have been explained well (Gazzotti & Liberali, 2014).

For children and adults to expand their multimodal horizons and possibilities of social change, there should be a space to learn a second language that could collectively broaden the conflict resolution skills.

In the third study, the interaction between bilingualism and its identification was significantly positive (Donnelly, Brooks, & Homer, 2010). Among the monolinguals, the results were non-significant. The test was aimed at identifying the reliability of bilingualism on conflict resolution tasks.

From this study, lifelong bilingualism had a strengthening effect on executive control (Donnelly, Brooks, & Homer, 2010). The phenomenon was repeated in all individuals of different age-groups. The resolution of conflict was shown to involve a person’s acute analytical observation, bilingual literacy, and cognitive integration.

The three components working closely enhance a person’s confidence and translate practically into a social change in conflict management. Family networks are strengthened, and social circles grow. Integrity is increased as a result of bilingualism.

Language compartmentalization is dealt with, and people are receptive to more languages (Donnelly, Brooks, & Homer, 2010). Joint problem tackling is improved, and the social setting is changed for better. As compared to monolinguals, the appreciation of other people’s opinions during a disaster is boosted.

The possible reason behind this study’s results was that bilinguals experience effortless switching between two conflicting ideas (Donnelly, Brooks, & Homer, 2010). Their brains are adapted to language training and switching. Besides, when they encounter a certain circumstance, they overcome it easily.

They can portray superior performance in tasks that require conflict management. For young children, switching between different cultural frames of reference or communication may strengthen the ability of the child to change and develop a more nuanced representation of self and culture (Donnelly, Brooks, & Homer, 2010).

If a culture has qualities that are important in solving issues, the child will adopt those skills and exercise them in another social setting, which fosters social change.

The adaptation to the lessons learned as a result of bilingualism promotes a child’s acclimation to a positive social change. The parental concern should be improved in motivating children to be bilingual to enhance conflict resolution.

Conversely, being monolingual has proven that the flexibility of brain in executing the executive commands is lower. Individuals who are monolinguals have a problem with the solving ability as compared to bilinguals.

Firstly, the locus control center of language in these individuals is one and access to it does not necessitate any switching mechanism (Donnelly, Brooks, & Homer, 2010). Consequently, the flexibility of the brain is lower than that of bilinguals. Secondly, the cognitive part of the brain is not adequately developed as in the bilinguals.

It means that the executive commands, such as conflict management, are not well, developed (Moreno et al., 2010). Monolinguals also have not experienced the effect of cultural appreciation which is critical in communication and social change.

In the third study done above, people who only knew one language failed in the accurate selection of colors whose backgrounds were painted with a different color (Moreno et al., 2010).

Their accuracy and cognitive levels were still less than the bilingual individuals. Moreover, the monolingual individuals do not have a broad base of cultural skills in conflict management, and language barrier affects their ability to sort out issues soberly.

In the study of the classroom kids, the video camera picked out the single boy who only knew English and how this conflict was unresolved, while the other boys handled the same issue by talking (Gazzotti & Liberali, 2014).

Indeed, it shows that language barrier is a hindrance to conflict resolution. Given that, the knowledge of only one language places any individual at a hard place when encountering another person, which confirms that bilingualism enhances conflict resolution.

Conclusion

Bilingualism can represent itself in many forms of social change, and enhanced conflict management is one of them. The ability to speak two languages proficiently implies that the brain can switch between the two loci flexibly.

The control mechanisms involved in this switching process are also employed in the flexible control of the brain’s executive commands, such as conflict resolution. As hypothesized, bilinguals have a better conflict resolution ability than individuals who speak one language.

The findings from this research confirm the validity of this hypothesis. Through enhanced cognition, cultural appreciation, and breaking language barriers, individuals with the knowledge of two languages can resolve problems.

Conversely, individuals who speak one language, also known as monolinguals, cannot handle conflict well as compared to bilinguals. Indeed, bilingualism has brought about social changes.

References

Donnelly, S., Brooks, P. J., & Homer, B. D. (2010). Examining the bilingual advantage on conflict resolution tasks: A meta-analysis. Educational Psychology, 11(8), 456-498. Retrieved from https://pdfs.semanticscholar.org/c9e7/ace35c3b0ccb005efb01607e747bed1a7dc2.pdf

Gazzotti, D. & Liberali, F. (2014). Conflict resolution in the context of early childhood bilingual education – towards a multicultural development. Scielo Journal, 14(2), 8-25. Doi:10.1590/S1984-63982014005000012

Moreno, S., Bialystok, E., Wodniecka, Z., & Alain, C. (2010). Conflict Resolution in sentence processing by bilinguals. National Institute of Health, 23(6), 564-579. doi:10.1016/j.jneuroling.2010.05.002

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• Discuss the positives and negatives of corporate culture in the  competitiveness of a firm. Relate how firms should deal with different  corporate cultures in mergers and acquisitions.
• Explain how value chain analysis can be used to make a firm more competitive.
• Identify core competencies, resources, and capabilities found in  your Strategic Audit firm. Explain how they make your Strategic Audit  firm more competitive.
• Discuss in detail how the VRIO Framework can be used to evaluate a  business’ competencies. Explain which of the VRIO factors would allow a  firm to achieve a sustainable advantage over its competitors, and why?

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‘The challenges to labour demand and supply posed by globalisation, and environmental and demographic changes, means that organisations can no longer assume that jobs will remain unchanged for long periods and that Human Resource Planning only needs to focus on internal replacement charts and succession planning. To remain relevant, HRP must focus on scenario planning which takes account of the major external changes facing Australian businesses.’ Discuss.

 General advice:

The question asks you to discuss the statement. This means that you need to consider all of the views in the academic literature on this topic and, on the basis of the evidence, draw on conclusion as to whether you agree or disagree.

You will find helpful advice on how to answer an essay which requires you to ‘discuss’ in the Essay Writing Guide, which is on this Moodle site. In addition, this guide will give you very useful advice on how to organise your ideas, how to organise and structure your written answer, and how to use your own ‘voice’ and avoid potential plagiarism issues. Please read through the guide before you start on the essay.

You should start by becoming familiar with the discussion in chapter 2 of the textbook. This reading will give you a basic idea of the issues to be discussed in the question.

Then undertake additional reading on the issues. One way is to follow up some of the material referred to in the footnotes in the pages of the text listed above. The full details of the footnotes can be found at the end of the chapter.

You can also use the Fed Uni library search engine to find other academic references. A useful way to do this is to type some of the keywords from the question into the search box on the library website.

Please write in normal essay style. Avoid the use of sub-headings; instead introduce new material through the use of an introductory sentence, and conclude each section with a summary sentence that also links to the next section of the essay.

 Research and referencing requirements:

You MUST include a minimum of 6 academic references in your research in addition the reference of the text book. Academic references are those which have been peer reviewed for quality assurance. These include articles from academic journals and academic textbooks from reputable publishers.

It is always best to use the library database, or the references from the textbook, to choose your material. Wikipedia is not peer reviewed, and many other internet sources similarly are not peer reviewed and cannot be verified. This is why you should only use the library database or references from the textbook (which you can search using the library database).

Referencing must be in APA format. In-text citations must be included, as well as a full reference list at the end of the essay.

 Length:

1800 words. Note: There are penalties for exceeding the word limit (5% above or below the given word limit is acceptable; references and appendices are not counted towards the total word counts). Beyond the 5% threshold, 1 mark will be deducted for every 10% exceed of the given word limit.

Submission Details:

Essays must be uploaded to the submission link on the course’s Moodle site. There is no hard copy submission.

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◦You have been hired to oversee the decentralization of your client’s human resources function in which corporate functions will be relocated to each regional office. Your boss wants you to start the project immediately, but you are insisting that a project charter be established first. Explain to your boss the importance of a project charter and what could happen if you decided to proceed ahead without a charter.

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The ACA adapted their new ACA Code of Ethics in 2014. This edition introduces the ethics of using social media with clients. It also presents new or expanded guidelines for preventing the imposition of counselor’s personal values, distance counseling, confidentiality, dual relationships, multiculturalism and diversity, the use of technology, recordkeeping, diagnosis, end-of life care, and the selection of interventions.

Your initial post should be about 250 words. Discuss which sections of the code dealing with social media were different from or went beyond your intuitive impressions of the ethical considerations of multimedia. Next, imagine or relate a scenario involving social media in which these ethics would be used to judge the actions of a counselor. Do not present a conclusion, just your scenario’s circumstances and occurrences, including the actions taken by the counselor and any relevant outcomes.

Respond to two or more classmate’s posts. Evaluate as to whether the counselor in your peer’s scenario violated the ACA Code of Ethics. Support your conclusion by citing the ACA Code of Ethics as well as any other course readings that may support (or contradict) your conclusions.

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Ethics Code(3-13-18)

When discussing the various subfields of applied psychology, we will often refer to the terms “scope of practice” and “competency.” In this three- to four-page paper (about 1,050-1,400 words, excluding title page and references):

1. Describe what is meant by “scope of practice,” going beyond a simple definition to analyze how it impacts the relationships between different subfields of psychology.
2. Describe the importance of competency and competency benchmarks, analyzing their role in defining the differences between students, interns, and professionals in the various subfields of psychology.
3. Compare and contrast the APA and ACA ethical codes and credentialing guidelines, and then analyze the reasons behind their commonalities and differences. Does scope of practice and competency benchmarks inform or explain any of these differences? What other elements can illuminate your analysis?

In addressing each of the above questions, support your analysis and construct your arguments by citing references from course readings and at least one peer-reviewed journal article from the recommended readings or the University of the Rockies online library database(s).

Point Value: 8 Points

Description: Ethics Code When discussing the various subfields of applied psychology, we will often refer to the terms “scope of practice” and “competency.” In this three- to four-page paper (about 1,050-1,400 words, excluding title page and references): 1. Describe what is meant by “scope of practice,” going beyond a simple definition to analyze how it impacts the relationships between different subfields of psychology. 2. Describe the importance of competency and competency benchmarks, analyzing their role in defining the differences between students, interns, and professionals in the various subfields of psychology. 3. Compare and contrast the APA and ACA ethical codes and credentialing guidelines, and then analyze the reasons behind their commonalities and differences. Does scope of practice and competency benchmarks inform or explain any of these differences? What other elements can illuminate your analysis? In addressing each of the above questions, support your analysis and construct your arguments by citing references from course readings and at least one peer-reviewed journal article from the recommended readings or the University of the Rockies online library database(s).

Total Possible Score: 8.00

Analyzes the impact of practice scope in the relationships among different subfields of psychology.

Total: 1.20

5 – Deep and insightful analysis is made to explain how scope of practice shapes the relationships among different subfields of psychology.

4 – A thorough analysis is made to explain how scope of practice shapes the relationships among different subfields of psychology.

3 – Adequate analysis is applied to an explanation of how scope of practice shapes the relationships among different subfields of psychology.

2 – A partial analysis is made to explain how scope of practice shapes the relationships among different subfields of psychology; however, the student’s appreciation of the importance of scope of practice is incomplete.

1 – There is no evidence of an analysis of how scope of practice shapes the relationships among different subfields of psychology.

Describes the importance of competency and competency benchmarks.

Total: 1.20

5 – Insightfully analyzes how competency and competency benchmarks define the differences between students, interns, and professionals in the various subfields of psychology.

4 – Thoroughly analyzes how competency and competency benchmarks define the differences between students, interns, and professionals in the various subfields of psychology.

3 – Adequately analyzes how competency and competency benchmarks define the differences between students, interns, and professionals in the various subfields of psychology.

2 – Presents some analysis of how competency and competency benchmarks define the differences between students, interns, and professionals in the various subfields of psychology.

1 – Does not show evidence of analysis regarding how competency and competency benchmarks define the differences between students, interns, and professionals in the various subfields of psychology.

Compares and contrasts the APA and ACA ethical codes and credentialing guidelines.

Total: 1.20

5 – Comprehensively compares and contrasts the APA and ACA ethics codes and insightfully traces their similarities and differences back to the differences in subfield and practitioner.

4 – Effectively compares and contrasts the APA and ACA ethics codes and traces their similarities and differences back to the differences in subfield and practitioner.

3 – Sufficiently compares and contrasts the APA and ACA ethics codes and traces their similarities and differences back to the differences in subfield and practitioner.

2 – Begins to compare and contrast the APA and ACA ethics codes and explains some of their similarities and differences.

1 – Does not compare and contrast the APA and ACA ethics codes or explain their similarities and differences.

Support your analyses or construct your arguments.

Total: 1.20

5 – Meticulously supports all analysis and arguments using references from the course readings and at least one peer-reviewed journal article.

4 – Thoroughly supports analysis and arguments using references from the course readings and at least one peer-reviewed journal article.

3 – Competently supports analysis and arguments using references from the course readings and at least one peer-reviewed journal article.

2 – Supports some analysis and arguments using references from the course readings.

1 – Does not appear to support analysis and arguments using references from the course readings or from one or more peer-reviewed journal articles.

Writing and Organization

Total: 1.60

5 – Demonstrates exemplary clarity and organization. The paper contains a well-articulated thesis statement, flawless mechanics, and precise APA formatting.

4 – Demonstrates effective clarity and organization. The paper contains a well-articulated thesis statement, proper mechanics, and correct APA formatting.

3 – Demonstrates adequate clarity and organization. The paper contains a clear thesis statement, adequate mechanics, and mostly correct APA formatting.

2 – Demonstrates some clarity and organization. The paper contains an unclear thesis statement, poor mechanics, and improper APA formatting.

1 – Lacking clarity and organization. The paper lacks a thesis statement, effective mechanics, and proper APA formatting.

Research

Total: 1.60

5 – Demonstrates exemplary critical analysis of the research materials.  The student comprehensively uses varied, scholarly, relevant, and current resources to inform analysis, evaluation, problem-solving, and decision-making.

4 – Demonstrates effective critical analysis of the research materials. The student fully uses varied, scholarly, relevant, and current resources to inform analysis, evaluation, problem-solving, and decision-making.

3 – Demonstrates adequate critical analysis of the research materials.  The student adequately uses varied, scholarly, relevant, and current resources to inform analysis, evaluation, problem-solving, and decision-making.

2 – Demonstrates some critical analysis of the research materials.  The student partially uses varied, scholarly, relevant, and current resources to inform analysis, evaluation, problem-solving, and decision-making.

1 – Lacking critical analysis of the research materials. The student fails to use varied, scholarly, relevant, and current resources to inform analysis, evaluation, problem-solving, and decision-making

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Suppose that your organization, or an organization with which you are familiar, is dealing with a major issue in transitioning individual learning (e.g., sharing knowledge, training programs, working as a team, experiences, procedures, processes, etc.) into organizational learning. The Chief Executive Officer (CEO) has asked you, as the Vice President of Human Resources, to assist with the issue and to help the organization transition its culture to this new way of learning. Before you provide any recommendations to address the issue, you must first research the root of the problem and the resistance to this transition.

Note: You may create and / or make all necessary assumptions needed for the completion of this assignment. In your original work, you may use aspects of existing processes from either your current or a former place of employment. However, you must remove any and all identifying information that would enable someone to discern the organization[s] that you have used.

Write a three to four (3-4) page paper in which you:

1.Assess the organization’s culture as it relates to shared knowledge, then specify the significant issue(s) that you discovered with the culture. Determine the disconnect you observed between the culture and organizational learning using three (3) of the five (5) mystifications. Support your response with at least one (1) example of each selected mystification within the organization.

2.Give your opinion on the current Organizational Learning Mechanism(s) (OLMs) that hinder organizational learning. Support your response with one (1) example of a training or learning initiative (e.g., sharing knowledge, training programs, working as a team, experiences, procedures, processes, etc.) and the outcome when it was applied to the organization.

3.Determine which one (1) of the following OLMs is suitable for replacing the identified OLM(s) that hinder organizational learning as a corrective action to facilitate the transition from individual to organizational learning: Off-line/Internal, On-line/Internal, Off-line/External or On-line/External. Justify your selection.

4.Evaluate the norms of the organization’s learning culture to determine the source(s) that currently prevent productive learning by applying two (2) of the following norms: inquiry, issue orientation, transparency, integrity or accountability. Provide at least one (1) example of each of the selected norms’ manifestation within the organization in your evaluation.

5.Use at least five (5) quality academic references in this assignment. Note: Wikipedia does not qualify as an academic resource.

Your assignment must follow these formatting requirements:

•Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.

•Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

•Examine the processes of how organizations learn and organizational barriers that impact the process.

•Use technology and information resources to research issues in developing a learning organization.

•Write clearly and concisely about developing a learning organization using proper writing mechanic.

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