Assignment 1: You are to write 1 annotated bibliography this week (week#3). This article should be used in your paper* due in Week #4*, so pick well. Glean information from the videos offered this...

Assignment 1:
You are to write 1 annotated bibliography this week (week#3).  This article should be used in your paper* due in Week #4*, so pick well. Glean information from the videos offered this week, and, if you have additional questions, there are more videos on YouTube. 
Guidelines:
· Your topic:
· OWLs - anything related to OWL learning, training, problems in the workplace - use the content that you have read to guide you as you search. 
· Find your article from a peer-reviewed journals
· Article should be 2013 or newe
· Your Annotated Bib must include:
4. Offer your citation first - use APA!!!!! Avoid the citation generators, they get APA wrong. We are using APA 6th edition.
4. Provide a 
ief summary of the article
4. Share what you learned from the article - what challenged you? What ideas are meaningful to you? Does anything conflict with what you have learned thus far?
· Submit your finished Annotated Bib using the Assignment Link above. This should be 1 pages.
Assignment 2
Writing Details:
The paper you will submit in Week #4  is a summary of the state of workforce training or workforce development in the US (or other country). It will include a personal philosophy of adult training and development in the workplace, with a 2 page inclusive section on primary strategies the student intends to employ as a training manager or director. 
· students will write 4 pages
Assignment Details:
· Use APA
· Double -spaced - no cover page necessary
· References used must be either from a peer-reviewed journal or an article from an academic organization such as Pew Research, NCES data reviews.

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About Pfeiffe
Pfeiffer serves the professional development and hands-on resource needs of
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jobs better. We deliver proven ideas and solutions from experts in HR develop-
ment and HR management, and we offer effective and customizable tools to
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fer is the source you can trust to make yourself and your organization more
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Essential resources for training and HR professionals
w w w. p f e i f f e r . c o m
ABOUT THE INSTRUCTIONAL TECHNOLOGY AND
TRAINING SERIES
This comprehensive series responds to the rapidly
changing training field by focusing on all forms of instructional and training
technology—from the well-known to the emerging and state-of-the-art
approaches. These books take a
oad view of technology, which is viewed as
systematized, practical knowledge that improves productivity. For many, such
knowledge is typically equated with computer applications; however, we see it
as also encompassing other nonmechanical strategies such as systematic design
processes or new tactics for working with individuals and groups of learners.
The series is also based upon a recognition that the people working in
the training community are a diverse group. They have a wide range of pro-
fessional experience, expertise, and interests. Consequently, this series is
dedicated to two distinct goals: helping those new to technology and train-
ing become familiar with basic principles and techniques, and helping those
seasoned in the training field become familiar with cutting-edge practices.
The books for both groups are rooted in solid research, but are still
designed to help readers readily apply what they learn.
The Instructional Technology and Training Series is directed to persons
working in many roles, including trainers and training managers, business
leaders, instructional designers, instructional facilitators, and consultants.
These books are also geared for practitioners who want to know how to apply
technology to training and learning in practical, results-driven ways. Experts
and leaders in the field who need to explore the more advanced, high-level
practices that respond to the growing pressures and complexities of today’s
training environment will find indispensable tools and techniques in this
ground
eaking series of books.
Rita C. Richey Kent L. Gustafson
William J. Rothwell M. David Me
ill
Timothy W. Spannaus Allison Rossett
Series Editors Advisory Board
OTHER INSTRUCTIONAL TECHNOLOGY AND TRAINING SERIES TITLES
Confirmative Evaluation: Practical Strategies for Valuing
Continuous Improvement
Joan C. Dessinger and James L. Moseley
Instructional Engineering in Networked Environments
Gilbert Paquette
Learning to Solve Problems: An Instructional Design Guide
David H. Jonassen
Training Olde
Workers and
Learners
Maximizing the Workplace Performance
of an Aging Workforce
J A M E S L . M O S E L E Y a n d
J O A N C O N W A Y D E S S I N G E R
John Wiley & Sons, Inc.
Copyright © 2007 by John Wiley & Sons, Inc.
Published by Pfeiffe
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Li
ary of Congress Cataloging-in-Publication Data
Moseley, James L. (James Lee), (date)
Training older workers and learners : maximizing the workplace performance
of an aging workforce / James L. Moseley and Joan Conway Dessinger.
p. cm.
Includes bibliographical references and index.
ISBN-13: XXXXXXXXXXalk. paper)
ISBN-10: XXXXXXXXXXalk. paper)
1. Older people—Employment. 2. Employees—Training of. I. Dessinger,
Joan Conway. II. Title.
HD6279.M67 2007
658.3'1240846—dc22
XXXXXXXXXX
Acquiring Editor: Matthew Davis
Director of Development: Kathleen Dolan Davies
Production Editor: Justin Frahm
Editor: Kristi Hein
Manufacturing Supervisor: Becky Ca
eño
Editorial Assistant: Julie Rodriguez
Illustrations: Ralph Butle
Printed in the United States of America
Printing XXXXXXXXXX1
www.pfeiffer.com
To my friend Scott Pitts, who teaches by modeling behavio
To my stellar fencing friends Marek Petraszek, Justyna Konczalska, and
Katarzyna Kuzniak, who teach by competitive spirit and ethical example
To my resident assistants Dennis Fiore, Andy Maggetti, Melanie Pezeshki,
and Jasmine Singleton, who teach by sharing youthful enthusiasm
To my advisee Michael Nemer, who teaches by his devotion to and
perseverance in academic and workplace pursuits
And to all my OWL friends who have shared their working lives and
generational differences with me
I dedicate this book.
—JLM
To all the OWLS and WLP practitioners who dare to dream dreams of an
ageless workplace
To my coauthor Jim Moseley—this was his vision quest, and I was happy
to share it.
—JCD
List of Figures, Tables, and Performance Support Tools xiii
Benefits Statement xvii
Preface xix
Acknowledgments xxvi
P A R T 1
Make Way for the OWLS
Chapter 1: The OWLS Are Here 3
Chapter 2: OWLS as Workers 25
Chapter 3: OWLS as Retirees—Or Not 49
Chapter 4: OWLS as Learners 73
Appendix 4.1: Competencies for Older
Workplace Learners 91
William J. Rothwell
C O N T E N T S
i x
C o n t e n t sx
P A R T 2
OWLS in Transition
Chapter 5: OWLS in Search of Wisdom:
Cognitive Development 99
Chapter 6: OWLS in Search of Knowledge:
Learning Styles and Challenges 125
Chapter 7: OWLS in Search of Self:
Psychosocial Transitions 149
Chapter 8: OWLS in Search of Function:
Physiological Development 167
Chapter 9: OWLS in Search of Well-Being:
Health, Wellness, and Leisure 187
P A R T 3
Transforming OWLS
Chapter 10: OWLS in Action: Sharing Experience
and Motivation 209
Chapter 11: OWLS on Teams: Collaborating to Learn 227
Chapter 12: OWLS on the Job: Learning with
the Workflow 247
Chapter 13: Live OWLS: Learning in the Classroom 269
Chapter 14: Virtual OWLS: Computerized,
On the Web, At a Distance, Digitized 287
Chapter 15: Collaborating with OWLS 307
C o n t e n t s
Glossary 331
References 343
About the Authors 369
Index 373
About the Series Editors 385
About the Advisory Board Members 389
C o n t e n t s x i
Figures
Figure 2.1 It Isn’t Always Easy for OWLS to Soar 33
Figure 3.1 A Tale of Four OWLS 54
Figure 5.1 Memory: An Information-Processing Perspective 104
Figure 6.1 Learning Style Preferences of Graduate Students 129
Figure 7.1 The Multigenerational Workplace 156
Figure 9.1 When Well-Being Is Not So Well 195
Figure 12.1 Example of a Hy
id Job Performance Aid 255
Figure 12.2 Percentage of OWLS and Others Who Form the
User Base for an EPSS System 263
Figure 14.1 The Design Continuum for CBT 288
Figure 15.1 The Human Performance Technology Model 310
Figure 15.2 Communication Options in the
Twenty-First-Century Workplace 313
Figure 15.3 Ask an OWL: A Collaborative Training Needs Analysis 317
Figure 15.4 Ask an OWL: Collaborative Training Design
and Development 318
F I G U R E S , TA B L E S , A N D
P