Exam (elaborations)
IOP2605 Exam pack 2024(Questions and answers)
- Course
- IOP2605
- Institution
- University Of South Africa
IOP2605 Exam pack 2024(Questions and answers) With accurate answers and 100% assurance that they are in the exam.
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IOP2605 EXAM PACK2024
QUESTIONS AND
ANSWERS
FOR ASSISTANCE CONTACT
EMAIL:gabrielmusyoka940@gmail.com
,Student Number: 41329007
Name: Ntokozo Mhlongo
Module Code: IOP2605
Module Title: Human Capacity Development
Semester 1: Unique Number 650635
Due Date: 15 May 2021
DECLARATION OF AUTHENTICITY
I Ntokozo Mhlongo, student number: 41329007 declare that I am the author of this
assessment document for IOP2605. I further declare that the entire document is my own,
original work and where I used other information and resources, I did s in a responsible
manner. I did not plagiarise in any way and have referenced and acknowledged any
resources that I consulted and used to complete this assignment according to the
requirements of the required style of referencing. By signing this declaration, I acknowledge
that I am aware of what plagiarism is and the consequences thereof. Furthermore, I
acknowledge that I am aware of Unisa’s policy on plagiarism and understand that is there is
evidence of plagiarism within this document Unisa will take action.
Date: 20 May 2021________________________
Place: North Riding, Johannesburg___________
Signature: _______________________________
QUESTION 1
In your own words, discuss the mental models as one of the disciplines of a
learning organisation
The mental models are concepts and values that direct human behaviour and are
used to describe cause and effect as well as give meaning to human experience.
Learning new skills and implementing organisational technologies that enable these
skills to be used in every day practice are both required for developing and
organisation’s working capacity through mental models. Assumptions and
generalisations that are stereotyped, heavily imprinted, profoundly ingrained in our
minds influence our through style, understanding structure, and behaviour. The
mental models are what make up the underlying biases of activities requiring non-
standard skills and problem solving. Mental models are employed to provide
discipline and to help people break free from these patterns and assumptions.
Organizations must first adapt their thinking models, or learn how to think, in order to
become learning organizations.
,Different elements, such as organisational commitment, organisational leadership,
and organisational culture, have an impact on mental models. The mental models
strengthen people's commitment to learning by sharing best practices, and the basis
of a successful organisational leadership is loyal and committed personnel. Leaders
are intended to assume the roles of creators, stewards, and teachers when the
organization has committed employees. The leadership antecedent suggests that
leaders are responsible for learning and establishing a learning environment for
employees so that they can continuously grow their capacities to understand
complexity, clarify vision, and develop common mental models of organizational
culture. The third antecedent, organizational culture, explains people's underlying
assumptions about an organization's values, beliefs, conventions, symbols,
languages, rituals, and myths, which give meaning to membership and are supposed
to direct behaviour.
Knowledge sharing and improved performance are the results of mental models.
When mental models are established and learned throughout an organization, one of
the outcomes is a higher degree of information sharing and creation; for example,
when organizational members develop strong teamwork skills and behaviours such
as mutual help and knowledge sharing, one of the outcomes is a higher level of
knowledge sharing and creation.
QUESTION 2
The importance of e-learning has been emphasised as an enabler and not a
replacement for high quality face-to-face learning and teaching. Horne and Moller
(2014) reflect on a set of domain standards for successful e-learning. In your own
words, critically discuss their standards or conditions for effective e-learning.
E-learning is defined as the use of ICTs to assist or enhance learning, or training
delivered via a digital device such as a smartphone or computer to assist individual
or organizational learning activities. The following are the important standards or
requirements for effective e-learning, Horne and Moller (2014):
• Institutional Commitment: Executive commitment to the e-learning offering in the
form of financial and technical assistance and infrastructure is required for
institutional commitment.
• The availability of technology: E-learning platforms have a lot in common, such
as the ability to share and disseminate information at any time and from any
location to improve social collaboration and increase communication amongst co-
workers.
• Service to e-learners: This entails having a thorough grasp of the learner's needs,
as well as the support and information that must be offered. E-learning can take
on numerous structures and ought to incorporate instructing modes that include
self-guided learning, live e-learning occasions, and some type of face to face
learning.
• Effective instructional design and course development: As domain standards,
instructional design and course creation are essential. The advancement of
compelling internet learning material ought to be founded on demonstrated
, learning hypotheses. Content design, activity design, and technology design of
online learning should all be included in learning theories.
• Thorough evaluation: Insight can be progresses by the incorporation of self-
assessment to test how much the learner content had been dominated.
QUESTION 3
Discuss the meaning of the facets of the lifelong learning:
a) Graduateness:
As per Smith and Bauling (2013), the graduates go to the colleges to acquire skill
in calling and also to accomplish worldwide citizenship and the comprehension of
their reality, individuals and the work environment. Graduateness' generic
properties aim to ensure that learners achieve their full potential, that they
become knowledgeable of various world views, and that their understanding of
the world, as well as their viewpoints and beliefs, grow and potentially improve as
a result of learning. Global citizenship, the ability to contribute to the world,
cultural sensitivity, social responsibility awareness, and personal development
are all generic features of graduateness.
The term graduateness can be characterised as the characteristics, abilities and
understandings that a university community concurs that its students ought to
create during their experience with the establishment. These characteristics
should prepare the students as specialists for social great in an obscure future.
Every institution, on the other hand, should determine what graduateness means
in its unique context and what its graduates should convey to the world as their
alma mater's legacy.
The nature of graduateness is inextricably linked to institutions' formative role in
cultivating students and contributing to their personal development. Universities
have a formative purpose in addition to research and student professional
training. The following are the features of this personal growth, or graduateness:
Graduation, first and foremost, entails a change in pupils. As a result of this
transition, first-year students and graduates are at various levels of intellectual
growth. Graduateness can be viewed as a particular stage in a students'
academic development that is destined to be accomplished when they graduate.
It's anything but an undeniable case that all students accomplish graduateness
on graduation, a segment of students probably won't have accomplished
graduateness upon graduation. How information is seen is a significant
component of graduateness, however graduateness isn't restricted to information.
From an intellectual learning perspective, it is imperative to interface various
kinds of information, for instance, theoretical information and useful information.
This connecting of various sorts of information implies that graduateness isn't
simply about extending information, yet that it additionally empowers the practical
application of theoretical knowledge.
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