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Because we have a limited amount of time together and we cover a lot of material, we will be writing in the short short form. As far as length is concerned a short short is usually 600 words. One of the beauties of this form is that it will allow us to respond to more of each other’s pieces during our discussion in our limited time frame.

Flash fiction, the short short’s other name, and the one I prefer and will use, does just what it says. It creates a flash. You can sit down and read it in a short amount of time, but the story will leave an impression on you, similar to the way a flash of light sears it’s leftovers into your eyelids. It will sear a feeling or idea or image into your brain.

Watch this video for a few more thoughts on genre fiction vs. literary fiction, and how to approach your stories for this course.

M05 Assignment: Your first flash fiction (or short short) story

Here’s your first fiction writing assignment! We’re going to keep it really simple.

Write a story that’s 500-1000 words long (2-4 double-spaced pages). It must be a complete stand-alone piece. It can’t be a fragment of something longer.

Start your story with one of the following lines, filling in the blanks as you see fit. You’ll see that these are first lines from stories you read this week. These are excellent examples of first lines that get a story up and running quickly.

The first thing _______ did wrong was to _______.

Once there was a _______ who had a knack for _______.

The last time I saw _______ was in _______.

Submit your story to the M05 Assignment.

Project week 2 Instructions Poetry Analysis Compose an essay of 750 words

Project week 2 Instructions

Poetry Analysis

Compose an essay of 750 words and 5 or more paragraphs in which you offer your interpretation of a literary element (such as theme, imagery, symbolism, or characterization) in one of the assigned poem. Use your poem from Week 1 “Dreams of suicide”

Tips for the Essay

Open your introduction with an engaging opener, such as a question, quotation from the poem, or interesting idea. Then, connect to the poem and mention the title and the author. End your introduction with a thesis statement that interprets one literary element of the poem.

The body paragraphs should support your thesis. Present specific aspects of the poem that help to illustrate your points. Make sure to quote from the poem and analyze specific lines that support your argument. Typically, body paragraphs will contain at least two short quotations each as supporting evidence. Do not do any outside research. This should be only your own interpretation.

Include a strong concluding paragraph that summarizes your main points and explains the significance of the thesis. Finish this paragraph with a strong and satisfying ending. 

APA7 Reminder

Use APA7 style for formatting the essay and for source citations. Begin with a title page and use proper font and spacing. End with a separate references page. Refer to the Week 1 lecture on avoiding plagiarism for an APA7 essay template and additional resources.

Remember to provide evidence for your claims in the form of quoted passages from the poem. Quotations, paraphrases, and summaries should be cited according to APA7 rules of style, including in-text and reference citations. Quoted material should not exceed 25% of the document. Check grammar and spelling before posting.

Peacock, S. (Ed.). (2021). Gale College Collection Anthology (Vol. 3). Gale Literature Classics.

Example APA Reference:

Frost, R. (1916). The oven bird. Cengage: Gale College Collection.|BRGOHW412836445&v=2.1&it=r&sPage=13883791&sid=mindtap-embedView&asid=94ec534a

1 Proposal for Organizational Learning Issues Pamela Hines Developing a Learning Organization

Fiction English Assignment Help 1

Proposal for Organizational Learning Issues

Pamela Hines

Developing a Learning Organization

Dr. Latrice L Love

August 29, 2022

Project Contacts:

Pamela Hines, Operations Manager, Project Lead Manager, 313-868-1645 [email protected]

Nicholas Andrews, HR Director, Project Manager, 313-868-8418

[email protected]

Herman Parker, Training and Development Manager, Project Coordinator, 313-491-8836 [email protected]

Project Summary

It is possible to achieve organizational learning if there is a change to organizational learning from individual learning in the absence of resistance. It is, therefore, ultimate to understand the resistance, its intensity, and the various ways in which it can be controlled to facilitate the change. Recognizing an effective training program and an accompanying after-action review is important to realize the goal. In-depth research and analysis regarding the numerous obstructions and alternative OLM are critical in shedding light on how the organization can follow to achieve its goals. Performing such diverse analyses will bring a sustainable solution to organizational learning.

It is also critical to determine effective talent management efforts for the corporation before making any decision. This will ensure that the company undergoing the transition to organizational learning will succeed. Reviewing the After the Action will guarantee that organizational learning will triumph and recognize weak points. The most suitable solution is providing technology-based training to accomplish organizational learning objectives.

Project Background

Friction in transitioning to organizational learning occurs due to multiplicity or diversity in ideologies. Treating an organization like a human being adds more challenges since there are not enough details regarding the change to organizational learning from individual learning. These problems include numerous aspects, such as the existing mental models, double-loop system, dialogue, and system thinking (Alhashedi et al., 2021). The presence of these concepts has established additional friction in organizational learning. This is because it becomes difficult to identify an organization that is learning and that which is not learning. The obstructions in the organizational culture establish some insights into which organizational learning was not developed to maturity.

The current OLMs are hindering the achievement of organizational learning because the current business environment is faced with many uncertainties, and it will only make sense for the managers to use the primary learning instruments to fulfil the basics. In the end, the organization cannot have the necessary comparison of its organizational development, making it difficult to attain objectives. The recommendation is to adopt offline/internal OLMs, which carry two principles, Post Project Reviews and After-Action Review, which are critical to accomplishing the organization’s mission.

Project Methodology and Goals

Concerning the principle of offline/internal OLM, the corporation has gathered adequate knowledge that is important to its operation. It will help the organization draw lessons from their own experience, similar to individual learning. This type of reflection is better executed by the individuals taking part in the project as they have experienced the outcomes which exposed them to various things. The advantages of this model include that it offers better learning since individuals will have firsthand experience and improves decision making, which is important in creating awareness about uncertainties, and offers motivation for participation. The drawbacks, on the other hand, include the absence of transparency as some people are locked up, thus failing to share all the information that can expose their mistakes (Oyemomi et al., 2019). The second drawback includes that the technique can fail to offer adequate guidance like the real outcome of an activity as the individuals lack knowledge in the area, becoming difficult to offer successful training. As a result, no one may be able to be accountable, thus failing.

Adaptability and flexibility are a must for an organization. Therefore, employees must remain open to change and be ready to improve their skills to suit the needs of the changing environment and requirements. If an employee remains adamant about not accepting change, it is a red flag for the organization to transition into a learning organization. At the same time, the organization needs to have a full understanding of the purpose and benefit of the organization. An effective organization can offer positive and constructive feedback to its employees. Strategic decision-making and leadership are crucial in making enduring change (Fartash et al.,2018) With these skills, the organization can analyze tactical and strategic environments, develop strategies corresponding to the organizational environment and meet the needs. It will also allow the adoption of organizational culture that is productive and adaptive.

Implementing an open system will be ideal for improving the general learning environment. Adopting an open structure will empower an organization to develop a relationship with its external environment. It will widen the opportunities to learn and observe the changes in the environment. Such things are important in motivating the employees to adopt a learning organization that will thrive in the market as the system will generate links with the industry players and customers.

Apart from that, the open practices will increase the organization’s transparency, thus motivating employees to become active participators in corporate events. Also, proper alignment of personal goals with those of the organization will facilitate the training process as it will offer recognition opportunities, thus motivating employees to participate. The learning process will be successful if the organization can shift its focus to embrace learning productivity. In return, more employees will be motivated to participate, thus improving their performance and that of the organization. The main components of learning include learning opportunity, learning environment and learning capabilities. If the organization can uphold these factors, it will be able to transition to a learning organization permanently.

Proper talent management improves the overall process of communication, knowledge and skills transfer and increases accountability. The next thing that the organization can do to improve its talent management is to place the right person in the right position, as it will improve the jobs’ potential outcome while improving the overall outcome.

Project Risk Management

Employee resistance to change may be generated by the way information is disseminated and the perception of threats during psychological learning. When the threat of psychological learning comes up, the employees lack confidence regarding their performance after changing, and its outcome creates incompetency among the employees (Mehralian et al.,2018). Therefore, organizational leaders must develop a straightforward explanation of why change is important in the organization. This will play a central role in minimizing resistance to change as employees will be able to understand the purpose of change and its importance. I have found that once an employee is given the “why”, it helps them acclimate more easily to change. I once worked for a bank that changed the manner in which we were to learn new duties. We went from online training only to peer training. It was a necessary beneficial change; however, team members could not see the benefit. There were a few of us who experienced exponential professional growth from the new training method. They had us express our success stories on the first day of each training session. This helped the team to discovery the “why and made the transition more efficacious.

In the case of knowledge dispensation, the management must ensure that relevant training will be delivered to the employees. This is important in enabling the corporation to understand the importance of transition, and it will further guarantee the installation of proper knowledge and transfer of important skills to employees. Therefore, the management must ensure that there will be no obstructions and that common training will be applied.

The main requirement for corporate learning is to ensure continuous evaluation of performance across the organization (Gupta 2018). The framework maintains open and transparent debate, which will be replicated in operations. Therefore, all conversations in the organization will be based on all debates. The organizational managers must organize regular meetings where the performance must be provided equal opportunity in the participants’ views. Decision-making, on the other hand, must be conducted within the meeting, ensuring that the parties will be able to cooperate to perform various activities in the team and in progressing the performance of the whole organization. Here, the team meeting will be scheduled as per the job to be executed by the group. For instance, some meetings will be conducted to discuss organizational performance and what will be done to increase employee performance. The effective meeting must be guided by various questions, such as why the meeting is being held. What are the expectations? What is its purpose? And what will be the payback?


Technology-based learning will be a functional training program to inject change into organizational learning. This program will be effective since it is completely grounded on various aspects of technology such as PowerPoint presentation, interactive video conferencing, PC programs and web interaction. Many types of employee training can improve employee skills and motivation using technology-based training. The process will be improved if presentations can be disseminated to individual employees via email to create a better understanding.

Integrating technology-based training programs will empower individuals to get exposed to the right form of training, which is important in facilitating change. Using technology in training will ensure that the employees will be reached efficiently as the trainers can use both physical and virtual demonstrations for better understanding (Nisar et at., 2019). After the team members have been sufficiently trained, the knowledge gathered will help them to find it easy to replicate the same in their different job functions. The modern organizational culture and structure will play an integral role in supporting this system as it is flexible and appropriate for this organizational structure.


Alhashedi, A. A. A., Bardai, B., Al-Dubai, M. M. M., & Alaghbari, M. A. (2021). Organizational citizenship behavior role in mediating the effect of transformational leadership on organizational performance in gold industry of Saudi Arabia. Business: Theory and Practice, 22(1), 39-54.

Fartash, K., Davoudi, S. M. M., Baklashova, T. A., Svechnikova, N. V., Nikolaeva, Y. V., Grimalskaya, S. A., & Beloborodova, A. V. (2018). The impact of technology acquisition & exploitation on organizational innovation and organizational performance in knowledge-intensive organizations. Eurasia Journal of Mathematics, Science and Technology Education, 14(4), 1497-1507.

Gupta, H. (2018). Assessing organizations performance on the basis of GHRM practices using BWM and Fuzzy TOPSIS. Journal of environmental management, 226, 201-216.

Mehralian, G., Nazari, J. A., & Ghasemzadeh, P. (2018). The effects of knowledge creation process on organizational performance using the BSC approach: the mediating role of intellectual capital. Journal of Knowledge Management.

Nisar, T. M., Prabhakar, G., & Strakova, L. (2019). Social media information benefits, knowledge management and smart orga

Oyemomi, O., Liu, S., Neaga, I., Chen, H., & Nakpodia, F. (2019). How cultural impact on knowledge sharing contributes to organizational performance: Using the fsQCA approach. Journal of Business Research, 94, 313-319.

Please indicate how much you agree with each of the following statements,

Please indicate how much you agree with each of the following statements, or how true it is about you. Please write a number (0-4) to indicate your answer:

0 = Strongly disagree (very untrue about me)

1 = Mildly disagree (somewhat untrue about me)

2 = Neither agree nor disagree

3 = Mildly agree (somewhat true about me)

4 = Strongly agree (very true about me)

____1. I might be willing to try eating monkey meat, under some circumstances.

____2. It would bother me to be in a science class, and to see a human hand preserved in a jar.

____3. It bothers me to hear someone clear a throat full of mucous.

____4. I never let any part of my body touch the toilet seat in public restrooms.

____5. I would go out of my way to avoid walking through a graveyard.

____6. Seeing a cockroach in someone else’s house doesn’t bother me.

____7. It would bother me tremendously to touch a dead body.

____8. If I see someone vomit, it makes me sick to my stomach.

____9. I probably would not go to my favorite restaurant if I found out that the cook had a cold.

____10. It would not upset me at all to watch a person with a glass eye take the eye

out of the socket.

____11. It would bother me to see a rat run across my path in a park.

____12. I would rather eat a piece of fruit than a piece of paper

____13. Even if I was hungry, I would not drink a bowl of my favorite soup if it had been

stirred by a used but thoroughly washed flyswatter.

____14. It would bother me to sleep in a nice hotel room if I knew that a man had died of a

heart attack in that room the night before.

How disgusting would you find each of the following experiences? Please write a

number (0-4) to indicate your answer:

0 = Not disgusting at all

1 = Slightly disgusting

2 = Moderately disgusting

3 = Very disgusting

4 = Extremely disgusting

____15. You see maggots on a piece of meat in an outdoor garbage pail.

____16. You see a person eating an apple with a knife and fork

____17. While you are walking through a tunnel under a railroad track, you smell urine.

____18. You take a sip of soda, and then realize that you drank from the glass that an

acquaintance of yours had been drinking from.

____19. Your friend’s pet cat dies, and you have to pick up the dead body with your bare hands.

____20. You see someone put ketchup on vanilla ice cream, and eat it.

____21. You see a man with his intestines exposed after an accident.

____22. You discover that a friend of yours changes underwear only once a week.

____23. A friend offers you a piece of chocolate shaped like dogdoo.

____24. You accidentally touch the ashes of a person who has been cremated.

____25. You are about to drink a glass of milk when you smell that it is spoiled.

____26. As part of a sex education class, you are required to inflate a new unlubricated

condom, using your mouth.

____27. You are walking barefoot on concrete, and you step on an earthworm.

The DS-R (Disgust Scale-Revised), Haidt, McCauley, & Rozin, 1994; Modified by Olatunji et al., in press.

To calculate your score: First, put an X through your responses to items 12 and 16 (these items don’t count). Then “reverse” your score on items 1,6, and 10 by subtracting what you wrote from the number 4, and write those numbers in the margin. Finally, add up your responses to all 25 items (using your “reversed” scores on 1, 6, and 10). The total will be a number between 0-100. For more information see:

Using the resources from this module, list several general principles that you

Using the resources from this module, list several general principles that you believe are important for sound questionnaire design. Then choose one of the questionnaires listed below and discuss the ways the questionnaire fits or violates your principles. It is fully understood that several of your principles may not easily be applied to these questionnaires because you do not know the exact background of how the scales were developed. Instead, focus on the principles you developed regarding item wording, response options, question order, and so on.

Big 5 Personality Inventory (Goldberg, 1993) PDF: One of the most commonly used measures of personality; scale on pages 3–4, scoring on page 4

Procrastination Scale (Lay, 1986) PDF: A scale intended to measure procrastination in student populations; scoring information on the second page

Disgust Scale (Haidt, McCauley, & Rozin, 1994; Modified by Olatunji et al., 2007) Word Document: A scale intended to measure disgust; scoring information at the bottom of the page