Improving People, Processes & Performance

Christian Learner: It Starts with Wisdom
Wisdom is the starting point for the learner to gain knowledge. Wisdom will allow the  learner to recognize with their discernment when a learning event is needed based on prior experiences or lack of prior experiences. 
It is important to note for a Christian learner, they will recognize that God is the source of wisdom (Proverbs 2:6, NASB.) 

Christian Learner: It Starts with Wisdom

Wisdom is the starting point for the learner to gain knowledge. Wisdom will allow the  learner to recognize with their discernment when a learning event is needed based on prior experiences or lack of prior experiences.

It is important to note for a Christian learner, they will recognize that God is the source of wisdom (Proverbs 2:6, NASB.) 

Spiritual Learning: About the Past and New Experiences Experiences either present or absent, can allow the learner to be wise about initiating learning event. Albu states that a learning event is introduced because the learner can’t always count on past experience. He also notes that the learner will always have something to discover, to understand, to (re)structure, to rearrange, to show, to (re)brief, to (re)conquer (2009.) When there is a deficiency in knowledge based on an experience, learning will need to be started to eliminate the shortage. Proverbs 18:15 (NASB) states that the ear of the wise seeks knowledge.
A Christian learner will need to be wise and discern, based on their past experiences, when to start a learning event to either discover or re-discover knowledge.
 
Albu, G. (2009). In the Microuniverse of Learning. Petroleum - Gas University Of Ploiesti Bulletin, Educational Sciences Series, 612), 12-21.

Spiritual Learning: About the Past and New Experiences 

Experiences either present or absent, can allow the learner to be wise about initiating learning event. Albu states that a learning event is introduced because the learner can’t always count on past experience. He also notes that the learner will always have something to discover, to understand, to (re)structure, to rearrange, to show, to (re)brief, to (re)conquer (2009.)

When 
there is a deficiency in knowledge based on an experience, learning will need to be started to eliminate the shortage.

Proverbs 18:15 (NASB) states that the ear of the wise seeks knowledge.

A Christian learner will need to be wise and discern, based on their past experiences, when to start a learning event to either discover or re-discover knowledge.

 

Albu, G. (2009). In the Microuniverse of Learning. Petroleum - Gas University Of Ploiesti Bulletin, Educational Sciences Series, 612), 12-21.

Text

Experienced evaluators offer the potential to guide the evaluation process to support its success.  At the core of evaluation, the evaluator needs to guide the process to be systematic with accurate results.   Evaluators offer value by recognizing the feasibility of conducting an honest evaluation (Guerra-Lopez 2008.)  By reviewing the feasibility first, the impact to the organization includes savings with cost and time. Evaluators are important to help to determine whether the evaluations are heading toward reaching for the future they set to create during the needs assessment (Guerra-Lopez 2008.) By having an evaluator being the guide for the evaluation, the process could be heading toward continuous improvement.  Evaluators could use evaluations determine if a solution is working, provide continual monitoring, provide feedback, confirm compliance (Guerra-Lopez 2008.)  The impact would be that organizations could continually improve or be compliant to avoid fines. With evaluator’s experiences and knowledge, the evaluation could be a smooth experience.

Evaluators are important when it comes to working and communicating with the stakeholders. Mathison (1994) states that evaluators can help to create genuine forms of stakeholder participation. Since the evaluators can be unbiased, they offer an impact by confirming if stakeholders are interested in using evaluation findings to improve performance vs. political interests (Guerra-Lopez 2008.)  The value of the impact helps to support the organizational mission, values and goals instead of a narrow focus from a political interest.   Evaluators are important to Ensuring the correct group of stakeholders will help to view the evaluation from multiple viewpoints. It is important for evaluators to select stakeholders who will help to define useful expectations and questions (Guerra-Lopez 2008.)   The impact of having a range of stakeholders is that the evaluation will be matching the results for the organizational level. Since some stakeholders may not know how to interpret the data, the evaluator can make an impact by guiding the stakeholders to create the data and on how to use the data to make decisions. The evaluation process could be successful when the evaluator and the stakeholders work together.  

 

Guerra-Lopez, I. (2008). Performance Evaluation. San Francisco, CA: Jossey-Bass. ISBN: 978-0-7879-8883-8.

Mathison, S. (1994). Rethinking the evaluator role: Partnerships between organizations and evaluators. Evaluation and Program Planning, 17(3), 299-304. doi:10.1016/0149-7189(94)90009-4

For a Christian learner to find joy in learning, they will need wisdom to know when a learning event is needed and then find knowledge or instruction. With wisdom, the Christian learner can identify when learning needs to take place based on the senses, experiences and cogitative events. Once a decision with wisdom is made, the Christian learner can gain understand. 

For a Christian learner to find joy in learning, they will need wisdom to know when a learning event is needed and then find knowledge or instruction. With wisdom, the Christian learner can identify when learning needs to take place based on the senses, experiences and cogitative events. Once a decision with wisdom is made, the Christian learner can gain understand. 

Christian Learner: Encouraging Self Direct LearningThe learning process can be divided into two processes. Albu states that there are two big periods: the period of climbing (learning) and the one of joy - of self-learning (2009.) He states that if the learner does not go through the first process, then the learner will not be able to see the joy of learning (2009.) 
When the learner discoveries the satisfaction of learning, they should be self-encouraged to create more learning events. Proverbs 128:2 states that “When you shall eat of the fruit of your hands, you will be happy and it will be well with you.” 

With effective learning (fruit), the Christian learner will be joyful and happy.

Albu, G. (2009). In the Microuniverse of Learning. Petroleum - Gas University Of Ploiesti Bulletin, Educational Sciences Series, 61(2), 12-21.

Christian Learner: Encouraging Self Direct Learning

The learning process can be divided into two processes. Albu states that there are two big periods: the period of climbing (learning) and the one of joy - of self-learning (2009.) He states that if the learner does not go through the first process, then the learner will not be able to see the joy of learning (2009.) 

When the learner discoveries the satisfaction of learning, they should be self-encouraged to create more learning events. 

Proverbs 128:2 states that “When you shall eat of the fruit of your hands, you will be happy and it will be well with you.” 

With effective learning (fruit), the Christian learner will be joyful and happy.

Albu, G. (2009). In the Microuniverse of Learning. Petroleum - Gas University Of Ploiesti Bulletin, Educational Sciences Series, 61(2), 12-21.

Christian Learning: Useful, Relevant and Joy
When the learner can feel useful, joy can be taking place. Parker states that when a Christian learner is able to embody the ideals of their faith, they are much more likely to feel a sense of usefulness when involved in learning (2009.) 
There is a direct correlation between the effort of the learner and the satisfaction or joy of the completed work or training. 
Galatians 6:7 (NASB) states “…for whatever a man sows, this he will also reap.” Ideally, when the Christian learner is accountable for their learning and knows that they can apply it, the learning will be more effective and induce a joyful feeling.
Parker, D., Helm, R., Kipley, D., & Hancock, D. (2009). Connecting Faith & Personal Values with the Service Learning Experience to Create More Effective Service Learning. Business Renaissance Quarterly, 4(3), 61-76.

Christian Learning: Useful, Relevant and Joy

When the learner can feel useful, joy can be taking place. Parker states that when a Christian learner is able to embody the ideals of their faith, they are much more likely to feel a sense of usefulness when involved in learning (2009.) 

There is a direct correlation between the effort of the learner and the satisfaction or joy of the completed work or training. 

Galatians 6:7 (NASB) states “…for whatever a man sows, this he will also reap.” Ideally, when the Christian learner is accountable for their learning and knows that they can apply it, the learning will be more effective and induce a joyful feeling.

Parker, D., Helm, R., Kipley, D., & Hancock, D. (2009). Connecting Faith & Personal Values with the Service Learning Experience to Create More Effective Service Learning. Business Renaissance Quarterly, 4(3), 61-76.

Christian Learning: Joy in Reflection
Joy in learning can be found in reflection. With reflection, the learner can relate their present action and engage with the Christian vision to making meaning of the world and combine together events, persons, and experiences that would otherwise be fragmented (Quezada 2011.)

By combining together persons and events into a whole picture, there will be joy. Ecclesiastes 4:9 (NASB) states two are better than one, because they have a good reward for their toil. When combining people and events, the joy will be a reaction to a good reward for their work. 
Quezada, R. L. (2011). Global Learner Teacher Transformation Experiences: Living the Faith through the Shared Christian Praxis Learning Process. Catholic Education: A Journal Of Inquiry And Practice, 14(4), 417-440.

Christian Learning: Joy in Reflection

Joy in learning can be found in reflection. With reflection, the learner can relate their present action and engage with the Christian vision to making meaning of the world and combine together events, persons, and experiences that would otherwise be fragmented (Quezada 2011.)

By combining together persons and events into a whole picture, there will be joy. Ecclesiastes 4:9 (NASB) states two are better than one, because they have a good reward for their toil. When combining people and events, the joy will be a reaction to a good reward for their work. 

Quezada, R. L. (2011). Global Learner Teacher Transformation Experiences: Living the Faith through the Shared Christian Praxis Learning Process. Catholic Education: A Journal Of Inquiry And Practice, 14(4), 417-440.

Christian Learner: Joy
Joy can be found in reflection, with feeling of being useful and within a successful self directed learning environment. Warner cites The Random House College Dictionary to define joy as “the emotion of great delight or happiness caused by something good or satisfying; keen pleasure.” Warner also states that one emotional response that is perhaps pivotal to the success of the learning process is joy (2006.) 
For the Christian learner, they will know that “in God’s presence there will be fullness of joy” (Psalms 16:11, NASB.) When there is joy and satisfaction in learning, it should lead to an increase in learning events.
Warner, S. A. (2006). KEEPING JOY IN TECHNOLOGY EDUCATION. Technology Teacher, 65(7), 6-11

Christian Learner: Joy

Joy can be found in reflection, with feeling of being useful and within a successful self directed learning environment. Warner cites The Random House College Dictionary to define joy as “the emotion of great delight or happiness caused by something good or satisfying; keen pleasure.” Warner also states that one emotional response that is perhaps pivotal to the success of the learning process is joy (2006.) 

For the Christian learner, they will know that “in God’s presence there will be fullness of joy” (Psalms 16:11, NASB.) When there is joy and satisfaction in learning, it should lead to an increase in learning events.

Warner, S. A. (2006). KEEPING JOY IN TECHNOLOGY EDUCATION. Technology Teacher, 65(7), 6-11

Christian Learner: MotivationPart of gaining knowledge and instruction is preparing the learner for future learning experiences. Instructors will need to prepare the learners for the complex world in which they will live and work. The instructor should develop interactive, inquiry-based, technology-rich curriculum (Berger 2010.) Berger also states that active learners, rather than passive, learners are better able to understand complex material and can more effectively transfer information. 
For the Christian learner, they will need to inquire with the correct motives. James 4:3 (NASB) states“You ask and do not receive, because you ask with wrong motives, so that you may spend it on your pleasures.” 

When they inquire with the wrong motives, effective learning may not take place.”


Berger, P. (2010). Inquiry, Learning and Web 2.0. Information Searcher, 19(3), 1

Christian Learner: Motivation

Part of gaining knowledge and instruction is preparing the learner for future learning experiences.

Instructors will need to prepare the learners for the complex world in which they will live and work. The instructor should develop interactive, inquiry-based, technology-rich curriculum (Berger 2010.) Berger also states that active learners, rather than passive, learners are better able to understand complex material and can more effectively transfer information. 

For the Christian learner, they will need to inquire with the correct motives. James 4:3 (NASB) states“You ask and do not receive, because you ask with wrong motives, so that you may spend it on your pleasures.” 

When they inquire with the wrong motives, effective learning may not take place.”

Berger, P. (2010). Inquiry, Learning and Web 2.0. Information Searcher, 19(3), 1

Christian Learner: Seeking Knowledge
As a whole, the process for seeking knowledge (learning) can be divided into two parts. 
Albu states that the learning process, there are two big periods: the period of climbing (learning) and the one of joy - of self-learning (2009.) The instructor will need to design the instruction that will be under the learners’ abilities, so that the learner can feel the satisfaction of the successand joy (2009.) With every victory, the instructor can adjust the learning to be more and more self-directed. 


Proverbs 9:9 (NASB) states “Teach a righteous man and he will increase his learning.” When the instructor can provide a progressive instruction, the Christian learner will be able to increase in the learning and become more self-directed.”

The learner will need to be accountable to hear and process the new information in order to become effective.

Albu, G. (2009). In the Microuniverse of Learning. Petroleum - Gas University Of Ploiesti Bulletin, Educational Sciences Series, 61(2), 12-21.

Christian Learner: Seeking Knowledge

As a whole, the process for seeking knowledge (learning) can be divided into two parts. 

Albu states that the learning process, there are two big periods: the period of climbing (learning) and the one of joy - of self-learning (2009.) The instructor will need to design the instruction that will be under the learners’ abilities, so that the learner can feel the satisfaction of the successand joy (2009.) With every victory, the instructor can adjust the learning to be more and more self-directed. 

Proverbs 9:9 (NASB) states “Teach a righteous man and he will increase his learning.” When the instructor can provide a progressive instruction, the Christian learner will be able to increase in the learning and become more self-directed.”

The learner will need to be accountable to hear and process the new information in order to become effective.

Albu, G. (2009). In the Microuniverse of Learning. Petroleum - Gas University Of Ploiesti Bulletin, Educational Sciences Series, 61(2), 12-21.