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Lower the AI rate and check if miss anything important
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Turnitin-Aireport-Chaessay
Chaessay
Chaessay
Chaessay.Com
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Mar 5, 2024, 9:37 AM CST
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Page 2 of 9 – AI Writing Overview
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How much of this submission has been generated by AI?
25%
of qualifying text in this submission has been determined to be
generated by AI.
Caution: Percentage may not indicate academic misconduct. Review required.
It is essential to understand the limitations of AI detection before making decisions
about a student’s work. We encourage you to learn more about Turnitin’s AI detection
capabilities before using the tool.
Frequently Asked Questions
What does the percentage mean?
The percentage shown in the AI writing detection indicator and in the AI writing report is the amount of qualifying text within the
submission that Turnitin’s AI writing detection model determines was generated by AI.
Our testing has found that there is a higher incidence of false positives when the percentage is less than 20. In order to reduce the
likelihood of misinterpretation, the AI indicator will display an asterisk for percentages less than 20 to call attention to the fact that
the score is less reliable.
However, the final decision on whether any misconduct has occurred rests with the reviewer/instructor. They should use the
percentage as a means to start a formative conversation with their student and/or use it to examine the submitted assignment in
greater detail according to their school’s policies.
How does Turnitin’s indicator address false positives?
Our model only processes qualifying text in the form of long-form writing. Long-form writing means individual sentences contained in paragraphs that make up a
longer piece of written work, such as an essay, a dissertation, or an article, etc. Qualifying text that has been determined to be AI-generated will be highlighted blue
on the submission text.
Non-qualifying text, such as bullet points, annotated bibliographies, etc., will not be processed and can create disparity between the submission highlights and the
percentage shown.
What does ‘qualifying text’ mean?
Sometimes false positives (incorrectly flagging human-written text as AI-generated), can include lists without a lot of structural variation, text that literally repeats
itself, or text that has been paraphrased without developing new ideas. If our indicator shows a higher amount of AI writing in such text, we advise you to take that
into consideration when looking at the percentage indicated.
In a longer document with a mix of authentic writing and AI generated text, it can be difficult to exactly determine where the AI writing begins and original writing
ends, but our model should give you a reliable guide to start conversations with the submitting student.
Disclaimer
Our AI writing assessment is designed to help educators identify text that might be prepared by a generative AI tool. Our AI writing assessment may not always be accurate (it may misidentify
both human and AI-generated text) so it should not be used as the sole basis for adverse actions against a student. It takes further scrutiny and human judgment in conjunction with an
organization’s application of its specific academic policies to determine whether any academic misconduct has occurred.
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Page 3 of 9 – AI Writing Submission
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PSYCH 340 Assessment 2
Name
Institution
Course
Professor
Date
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PSYCH 340 Assessment 2
Question One
The three instructional methods that I will choose include lecture, discussion, and case
study methods. Each offer unique advantages and present specific challenges for trainers aiming
to facilitate effective learning experiences. Lectures are efficient for delivering extensive
information to large groups, ensuring uniform knowledge dissemination but may lack in
promoting engagement and skill application due to their unidirectional nature. To mitigate this,
integrating interactive elements and adopting flipped classroom strategies can enhance
engagement and effectiveness. Discussions help to provide interactive learning, thus fostering
critical thinking and collaboration among trainees. Nonetheless, there is a need for skilled
facilitation to ensure that there is maintained focus and inclusivity, mainly in larger groups.
Case studies help trainees to learn about real scenarios. This enhances analytical and
decision-making skills though the application of theoretical knowledge to practical problems
(Saks & Haccoun, 2019). The success of case studies depends on the significance of the cases.
Additionally, it depends on the engagement of the learners. The method that would be the most
effective is a hybrid approach, which combines the three methods. This means that lectures
would be used for foundational knowledge, case studies for practical application. The strategy
ensures that employees are knowledgeable in protocols and can navigate complex customer
situations proficiently. Therefore, this will improve their skills in problem-solving and decisionmaking.
Question Two
Coaching is a one-on-one training and development approach that uses an experiences
individual (coach) to offer guidance to another inexperienced individual (coachee). Coaching
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helps to improve coachee’s job performance and personal development within the workplace. It
is structured around fostering insights and development of skills that are relevant to the specific
job functions and career aspirations of the coachee. The four core elements of coaching include
establishing of a supportive relationship between the coach and coachee, creating a formal
coaching agreement, providing developmental tools and opportunities, and achieving agreedupon objectives (Saks & Haccoun, 2019).
One, the foundation of effective coaching is dependent on building a trusting and helpful
relationship between the coach and the coachee. This ensures there is mutual respect and open
communication. Two, formal agreement or contracts outlines clear developmental goals and
objects that are personalized to the coachee’s needs and aspirations. It makes sure that both
parties align and commit to the process. Three, the coach offers the necessary skills, tools, and
opportunities for the growth of the coachee (Saks & Haccoun, 2019). This facilitates learning
through practical application in the workplace. Lastly, fulfilling the coaching agreement and
achieving the set objectives helps to mark the end of the coaching process. This should reflect on
the personal development of the coachee as well as improved contribution to the organization.
This makes coaching a valuable method for personal and professional growth.
Question Three
Performance aids are important tools in on-the-job training that offer several advantages.
One, they improve efficiency and quick application of skills as they offer immediate access to
instructions, information, or guidance that are required to perform tasks effectively. This
immediate assistance is vital in rapid or high-pressure settings where prompt and precise actions
are necessary, such as during emergency protocols in a nuclear power facility or intricate
surgical procedures. Performance aids allow employees to focus more on task execution instead
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of recalling sequences or steps through reduction of memorization. Therefore, it improves the
learning process and ensures there is quicker adaptation to job roles.
Two, performance aids improve accuracy and reduce errors in execution of tasks (Saks &
Haccoun, 2019). These tools help to ensure that tasks are performed correctly by offering clear
step-by-step guidance tips, thus improving the overall job performance and safety. Performance
aids will help to instill confidence in employees, support application of best practices, and
mitigate risks associated with poor performance. This is because it offers tangible reference that
leads to improved outcomes and higher standards of work.
Question Four
There are several factors that need to be considered when technology-based training
programs are designed. These are as follows. The first factor is promoting engagement and
autonomy of learners. The program needs to embrace self-directed learning (SDL). This enables
the trainees to be responsible of their learning process. The programs help to create a sense of
ownership during their learning journey. This helps to improve motivation as well as retain
knowledge.
The second factor is accessibility and flexibility. This means that the training needs
should be easy to reach across different platforms and devices. It helps to cater to different
preferences and schedules of modern learners. In regard to flexibility, it ensures that different
learning environments are accommodated. Additionally, it helps to improve the overall access of
the training materials. The third factor is incorporating a strong mechanism for support and
feedback. Self-pace learning is critical for technology-based training. Nonetheless, it is essential
to provide learners with opportunities to seek guidance and receive feedback. This can be
attained by accessing instructors, peer support forums, or automated feedback systems. The
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mechanisms help to contribute to a supportive learning environment and help to gauge the
progress of learners.
Question Five
There are four key elements included in the climate of learning. These elements helps to
create a conducive learning element. The first element is pre-arrival factors. These play a
significant role in shaping the perceptions of learners even before entering the training
environment. Trainers should ensure that they set a positive tone through communication of
essential details regarding the program. These include logistics, objectives, and expectations and
welcoming messages or pre-session activities. The second element is greeting participants. Once
the trainer arrives, they should warmly greet participants. This is crucial because it creates a
conducive environment for learning and reduces anxiety about the training. Additionally, trainers
need to create opportunities for interaction, for example, creating name card assignments or
provision of refreshments. This helps to create a sense of belonging and comfort among trainees.
The third element is learning environment or facility. This influences the climate
perception of learners (Saks & Haccoun, 2019). Trainers need to ensure that the training
environment is aesthetically pleasing, comfortable, and has good lighting. Also, the trainer needs
to pay attention to factors that can be destructive, such as noise level and room temperature. The
fourth element is the trainer’s style and behavior. Learning environment is important as it
impacts the climate of learning. Trainers can make sure that there is a positive environment that
is conducive for engagement and learning. This can be done by being empathetic, enthusiastic,
and approachable. In addition, they can encourage interaction, embrace diverse perspectives, and
maintain accessibility for questions and feedback. It is also important to note that the relationship
between the trainer and trainees impact the perception of climate of learning. For instance, the
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trainer should at least introduce themselves as soon as they start their training if the trainees do
not know the trainer.
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References
Saks, A. M., & Haccoun, R. R. (2019). Managing Performance through Training and
Development. Nelson.
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