Learning objects

The analysis phase of the instructional systems design (ISD) model, as referred to in Chapter 4, consists of a job task analysis based upon the equipment, operations, tools, and materials to be used as well as the knowledge and skills required for each position. Most important in this phase is the selection of the performance and learning objectives each employee must master to be successful in their job as related to the toll. 

Two appendices are included at the end of this chapter. The first is intended to serve as a reminder, for those of you who might need it, of the nomendature and representation of stereoisomers. The second appendix contains descriptions of various chemo-enzymatic methods of amino acid production. This appendix has been constructed largely from the recent primary literature and includes many new advances in the field. It is not necessary for you to consult the appendix to satisfy the learning objectives of the chapter, rather the information is provided to illustrate the extensive range of methodology assodated with chemo-enzymatic approaches to amino add production. It is therefore available for those of you who may wish to extend your knowledge in this area. Where available, data derived from die literature are used to illustrate methods and to discuss economic aspects of large-scale production. 

The remaining chapters discuss specific drug classifications and contain a common format. In addition to the learning objectives and key terms, the remaining chapters contain a table indicating the drag classifications and drugs discussed in the chapter. The body of each chapter contains the actions, uses, adverse reactions, contraindications, precautions and interactions of... 

The acceptance that mentees should set their own learning objectives. 

An appreciation that individuals have prior knowledge and experiences that are relevant to and should be used for the achievement of learning objectives. 

Learning objectives related to networking skills objectives set by both parties... 

However, mentoring relationships can only achieve these positive outcomes if the mentee s learning objectives are clearly established. The objectives set the tone and focus for the mentoring association. They also enable the mentee s progress to be evaluated. Two of the many effective techniques that mentors use in order to enhance mentees learning and development are formal learning objectives, and reviewing the development plan. 

Mentees supervisors sometimes felt left out - they wanted to be brought into the picture, though not in a way that would undermine the confidentiality of the mentoring relationship in particular, supervisors were interested in knowing the learning objectives of the relationship, so that they could help in turn. 

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