please can you give me an indepth answer to question 2 and 3

SECTION A 140 Mares! Read the case study below and answer ALL the questions that follow "What happens when induction goes wrong. Case studies from the field. Effective and ongoing induction is widely held as one of the most wohle prices to ease the transition from university into the profession and counteract difficulties faced by beginning teachers Gujarat 2012 Kang & Berliner 2012 Kearney 2013 Srpet 2000Wojnowski. Bellamy Cooke. 2000 While high antion rates is not something that the Australian Government is too womed about this stage see Brugs. Los Angounas, 2012). her researchers have noted that rates of beginning teacher an in Australia are much higher than reported (Kearney. 2015: Roley & Gallant 2010 While the research concerning Australian induction is an and mainly deals the same as this article does on the experiences of the beginning teachers themselves the research from the US has been more conclusive. Research conducted in the US has not only been able to identify the benefits of effective induction, but in doing so has validated the necessity of induction for teachers. While the vious educational traire way more readily influenced by the British counterparts, the research originating from the US has been more comprehensive and more definitive with regard to the benefits of beginning teacher induction and its act on eacher relation (Smith & Ingersoll, 2004) Overcoming problems that beginning teachers face Destone. Potet Garut Suk Yoon & Birman, 2001) and beacher effectiveness (Stanulis 8 Foden 2009 The call for effective induction in Australia has been prominent since the 1990s. In 2000, a major review of teacher education in New South Wales was undertaken for the NSW Department of Education and Training (OET). n which was noted. "Such induction programs must be more sophisticated ductory testion programs and may involve core packages developed cooperatively between the employers, and others with appropriate expertise Ramsey 2000.p.66). This was followed by a national report in 2002 seciyo improve the preparation and support of beginning teachers by Gentlying their needs and by identifying proces and practices that are effective in assisting them to make the transition from initial training to teaching in schools Department of Education Science and Training 2012 p.9. In NSW, we see the result of these reports the establishment of the New South Wales Institute of Teachers in 2004 Not only were the teachers disappointed with their induction, but one teacher Emma, was extremely frustrated by the process. When Emma found she could not get help from her school she tumed to the NSWIT, which she found equally disheartening She reported that she spent many of her lunches on how the SWT and found that they weren't very helpful. The teachers at Case I found themselves in pepecade of frustration where they could not get the information they required the school would refer them to the NSAIT for help and the NSWIT would tell them that it was the schools responsibility to handle induction and conditioners Rechercher Ele, who was interviewed, noted We had to figure everything out for ourselves. They go on and on ting out the importance of pastoral care for out students, but when we went to them and asked for help they had to was this is your thing you figure out It just wasn't a high priority for them, but for us our employment dependent The result of the process at Case I was such that once the teachers found out what was required of them, they had to educate those responsible for induction at the school about these responsibles a process that made the teachers quite uncomfortable. Another teacher, Nick, articulated this sentiment by saying that made him feel competent. The additional impediments of beginning teachers in educating their in the processes of induction and accreditation the discomfort of having to ask senior colleagues to complete tasks such as observation reports and continuing to negotiate the first years of becoming a teacher, should cute na station at se dire, but this is not what he research found. All three teachers were at the time of the research on the way to fulfilling the requirements of accreditation and have admitted to leaming a lot about teaching along the way, despite the hardshisted The teachers were able to sort their way through the bureaucratic system of action without proper induction with the help of the colleagues and their own intiatives which seem to have made teachers more resilient even if some interess remained Notwithstanding the hardships faced throughout their induction process, the beachers are content to stay at the school however, this is mostly due to the lack of other options in the regional They admitted that though their first year was very difficult, the school is a nice place to work and teaching staff is collaborative and supportive. Nevertheless, the adversity these teachers faced in the early years of their career is that effective induction is designed to prevent The reality is that these teachers made through these years without too much effect is a testament to their professional for her than Fullanide What happens when induction goes wrong. Case studies from the field tandfonline.com (Accessed 28421) NSWIT (Australian government Answer ALL the questions in this section. QUESTION 1 (20 Mares) With reference to the case study, the Australian Government concemed about induction in teaching. You are appointed by the Department of Education in Australia tocman induction program for the lachers [60 Marks) SECTION B Answer ANY THREE (3) questions in this section. QUESTION 3 [20 Marks) While your day-to-day duties make demands on your time, do not neglect your most important HR responsibility: helping your organization plan and manage changes essential to the organization's growth and future. You need to develop your change management and organizational diagnosis skills, so you'll be ready to aid major changes within your organization, Management Development Change Management. Step out and become a change leader (HR Daily Advisor 2017https://www.humanresourcestoday.com/case-study change managementiexamples!) According to the abstract, Leaders need to step out and become a change leader. Discuss an 8-step process that leaders can use for organizational change. In your discussion provide practical related examples to substantiate your answer QUESTION 4 [20 Marks) To enhance online learning organisations need to embrace E-learning Discuss comprehensively the concept of Electronic leaming and make use of practical examples to substantiate your response. QUESTIONS [20 Marks) Organizational learning processes - across L&D, Executive Development, Leadership Development, and more of the roles in HR and talent management are largely still rooted in both industrial era models and myths. We see practices that don't make sense, and we're not aligned with what we now know about how we think work and learn. And this is a problem for organizational success. Organizational Learning Engineering Clark Quinn. 2016, https://www.eleaminglearning.com organizational-Learning problem) Discuss the organisational practices and mechanisms that can help move an organisation towards becoming a les organisation learning QUESTION 6 [20 Marks) An increasing number of company's view HRD as an important business imperative to enhance competitiveness and overall business performance. South African companies that use HRD as a strategic business Strategy are likely to Outperform their competitors who fail to do so (Meyer eta. 2012) Discuss the aspects that an HRD practitioner needs to embrace and understand to be both successful as well as effective in transitioning to a strategic partner. END OF PAPER SECTION A 140 Mares! Read the case study below and answer ALL the questions that follow "What happens when induction goes wrong. Case studies from the field. Effective and ongoing induction is widely held as one of the most wohle prices to ease the transition from university into the profession and counteract difficulties faced by beginning teachers Gujarat 2012 Kang & Berliner 2012 Kearney 2013 Srpet 2000Wojnowski. Bellamy Cooke. 2000 While high antion rates is not something that the Australian Government is too womed about this stage see Brugs. Los Angounas, 2012). her researchers have noted that rates of beginning teacher an in Australia are much higher than reported (Kearney. 2015: Roley & Gallant 2010 While the research concerning Australian induction is an and mainly deals the same as this article does on the experiences of the beginning teachers themselves the research from the US has been more conclusive. Research conducted in the US has not only been able to identify the benefits of effective induction, but in doing so has validated the necessity of induction for teachers. While the vious educational traire way more readily influenced by the British counterparts, the research originating from the US has been more comprehensive and more definitive with regard to the benefits of beginning teacher induction and its act on eacher relation (Smith & Ingersoll, 2004) Overcoming problems that beginning teachers face Destone. Potet Garut Suk Yoon & Birman, 2001) and beacher effectiveness (Stanulis 8 Foden 2009 The call for effective induction in Australia has been prominent since the 1990s. In 2000, a major review of teacher education in New South Wales was undertaken for the NSW Department of Education and Training (OET). n which was noted. "Such induction programs must be more sophisticated ductory testion programs and may involve core packages developed cooperatively between the employers, and others with appropriate expertise Ramsey 2000.p.66). This was followed by a national report in 2002 seciyo improve the preparation and support of beginning teachers by Gentlying their needs and by identifying proces and practices that are effective in assisting them to make the transition from initial training to teaching in schools Department of Education Science and Training 2012 p.9. In NSW, we see the result of these reports the establishment of the New South Wales Institute of Teachers in 2004 Not only were the teachers disappointed with their induction, but one teacher Emma, was extremely frustrated by the process. When Emma found she could not get help from her school she tumed to the NSWIT, which she found equally disheartening She reported that she spent many of her lunches on how the SWT and found that they weren't very helpful. The teachers at Case I found themselves in pepecade of frustration where they could not get the information they required the school would refer them to the NSAIT for help and the NSWIT would tell them that it was the schools responsibility to handle induction and conditioners Rechercher Ele, who was interviewed, noted We had to figure everything out for ourselves. They go on and on ting out the importance of pastoral care for out students, but when we went to them and asked for help they had to was this is your thing you figure out It just wasn't a high priority for them, but for us our employment dependent The result of the process at Case I was such that once the teachers found out what was required of them, they had to educate those responsible for induction at the school about these responsibles a process that made the teachers quite uncomfortable. Another teacher, Nick, articulated this sentiment by saying that made him feel competent. The additional impediments of beginning teachers in educating their in the processes of induction and accreditation the discomfort of having to ask senior colleagues to complete tasks such as observation reports and continuing to negotiate the first years of becoming a teacher, should cute na station at se dire, but this is not what he research found. All three teachers were at the time of the research on the way to fulfilling the requirements of accreditation and have admitted to leaming a lot about teaching along the way, despite the hardshisted The teachers were able to sort their way through the bureaucratic system of action without proper induction with the help of the colleagues and their own intiatives which seem to have made teachers more resilient even if some interess remained Notwithstanding the hardships faced throughout their induction process, the beachers are content to stay at the school however, this is mostly due to the lack of other options in the regional They admitted that though their first year was very difficult, the school is a nice place to work and teaching staff is collaborative and supportive. Nevertheless, the adversity these teachers faced in the early years of their career is that effective induction is designed to prevent The reality is that these teachers made through these years without too much effect is a testament to their professional for her than Fullanide What happens when induction goes wrong. Case studies from the field tandfonline.com (Accessed 28421) NSWIT (Australian government Answer ALL the questions in this section. QUESTION 1 (20 Mares) With reference to the case study, the Australian Government concemed about induction in teaching. You are appointed by the Department of Education in Australia tocman induction program for the lachers [60 Marks) SECTION B Answer ANY THREE (3) questions in this section. QUESTION 3 [20 Marks) While your day-to-day duties make demands on your time, do not neglect your most important HR responsibility: helping your organization plan and manage changes essential to the organization's growth and future. You need to develop your change management and organizational diagnosis skills, so you'll be ready to aid major changes within your organization, Management Development Change Management. Step out and become a change leader (HR Daily Advisor 2017https://www.humanresourcestoday.com/case-study change managementiexamples!) According to the abstract, Leaders need to step out and become a change leader. Discuss an 8-step process that leaders can use for organizational change. In your discussion provide practical related examples to substantiate your answer QUESTION 4 [20 Marks) To enhance online learning organisations need to embrace E-learning Discuss comprehensively the concept of Electronic leaming and make use of practical examples to substantiate your response. QUESTIONS [20 Marks) Organizational learning processes - across L&D, Executive Development, Leadership Development, and more of the roles in HR and talent management are largely still rooted in both industrial era models and myths. We see practices that don't make sense, and we're not aligned with what we now know about how we think work and learn. And this is a problem for organizational success. Organizational Learning Engineering Clark Quinn. 2016, https://www.eleaminglearning.com organizational-Learning problem) Discuss the organisational practices and mechanisms that can help move an organisation towards becoming a les organisation learning QUESTION 6 [20 Marks) An increasing number of company's view HRD as an important business imperative to enhance competitiveness and overall business performance. South African companies that use HRD as a strategic business Strategy are likely to Outperform their competitors who fail to do so (Meyer eta. 2012) Discuss the aspects that an HRD practitioner needs to embrace and understand to be both successful as well as effective in transitioning to a strategic partner. END OF PAPER