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McClung, Samuel Alan. "Peer evaluator beliefs analyzed within a teacher belief framework." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186587.
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The purpose of this study was to describe the views of peer evaluators within a career ladder system in one school district in the Southwestern United States. The methods and data analysis used 3 parts of a theoretical framework developed by Lortie (1975): goals sought in the workplace (perspectives on purpose), effective teaching (and the effects of endemic uncertainties of teaching to effectiveness), and preferences in job tasks (logic of sentiments). Eleven peer evaluators were interviewed. The data from the interviews were qualitatively analyzed and presented. Among the findings, peer evaluators' perspectives on purpose included goals to gain experience for leaving the classroom. Peer evaluators' endemic uncertainties included the assessment of teaching and the description of an effective teacher. Within peer evaluators' logic of sentiments, they preferred to observe students and work with teachers. Peer evaluators disliked determining the compensation of teachers. Within their logic of sentiments, peer evaluators viewed teachers as a well-qualified group willing to continue their own professional growth. Peer evaluators found their relationship with teachers constrained because of their roles of assisting teachers in their professional growth and summatively assessing teachers. Implications of this study include the need for further study to describe the views of teachers involved in differentiated staffing in career ladder programs. Additionally, further study is needed to determine the relationship of the views of teachers within a career ladder program to the success of the policies and activities of these programs.
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Ford, Sandra Eileen. "Exploring the Relationship between Student Survey Results and Evaluator Observation Results in the Teacher Evaluation Process." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3682284.
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<p> Researchers and practitioners have indicated that current teacher evaluation systems do not distinguish differences between teachers. In an attempt to redesign the current system and create a more effective system, legislative mandates required the use of multiple measures in the teacher evaluation systems of states receiving federal money. As a result student perception surveys became one of the multiple measures being considered for use in the teacher evaluation process. In this study, student perception survey results and certified evaluator observation results were analyzed to determine if there was a significant linear relationship between students' and evaluators' perceptions of effective teaching. Central tendencies, minimum, maximum, and standard deviation were calculated using the scores of both variables for each indicator to find the variability within the data sets. Additionally, a Pearson r was used to determine the strength and direction of the relationship between the two variables using six teaching indicators designed through the Network for Educator Effectiveness teacher evaluation program. The Pearson r revealed a significant linear relationship between the two variables for two of the six indicators and a weak to moderate positive relationship for the remaining four. Finally, quartiles of students' and evaluators' scores were calculated and analyzed to further explore potential relationships between the variables. Quartile patterns indicated a potential positive relationship for all six indicators. The results from this study can be used to help local, regional, and state decision-makers better understand the advantages and disadvantages of the various measures commonly used to evaluate teaching personnel.</p>
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Coleman, Garry D. "Estimating the impact of third-party evaluator training and characteristics on the scoring of written organizational self-assessments." Diss., This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-10192006-115613/.
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Silva, Esequias Rodrigues da. "PROFESSOR-AVALIADOR: IDENTIDADE DEONTOLÃGICA E FORMAÃÃO NO CONTEXTO DO SISTEMA ESCOLAR - O CASO DO PROGRAMA APRENDER PRA VALER." Universidade Federal do CearÃ, 2014. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=14419.
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nÃo hÃ<br>iversas iniciativas de avaliaÃÃo externa em larga escala surgiram no Brasil durante a dÃcada de 1990, a destacar: Sistema Nacional da AvaliaÃÃo BÃsica (SAEB) e Exame Nacional do Ensino MÃdio (ENEM). Passados mais de vinte anos, desde o nascimento dessas iniciativas, intensificaram-se as discussÃes em torno da prÃpria avaliaÃÃo escolar interna realizada pelos professores. Aproximar a avaliaÃÃo externa em larga escala da avaliaÃÃo interna escolar coloca-se como um problema da atualidade no cenÃrio educacional brasileiro. Nesse contexto, delimitamos o objeto desta pesquisa: o professor-avaliador. Definimos como objetivo geral deste trabalho discutir a identidade deontolÃgica do professor-avaliador. Os objetivos especÃficos que orientaram este trabalho foram assim planificados: (1) discutir a identidade deontolÃgica do professor-avaliador no contexto do paradigma docimolÃgico da avaliaÃÃo escolar, (2) discutir a identidade deontolÃgica do professor-avaliador no contexto do paradigma pedagÃgico da avaliaÃÃo escolar, (3) identificar o referencial de competÃncias imputado ao professor-avaliador do programa Aprender pra Valer SEDUC-CE. Esta pesquisa se inscreve na abordagem qualitativa por manifestar, entre outras caracterÃsticas, o carÃter descritivo e interpretativo, o interesse pela utilizaÃÃo dos resultados, a busca por diversas fontes de dados. Os procedimentos metodolÃgicos consubstanciaram-se em anÃlise documental e pesquisa bibliogrÃfica. Os dados foram interpretados pela anÃlise de conteÃdo. Para efeito deste estudo, como referenciais teÃricos, demarcamos Bloom, Hastings e Madaus (1983), Perrenoud (1999), Afonso (2000), Hadji (1994, 2001), Tyler (1949), Bonniol e Vial (2001). Os resultados da pesquisa indicaram que a avaliaÃÃo externa em larga escala exerce influÃncia sobre identidade deontolÃgica do professor-avaliador ao propor um referencial para a construÃÃo de instrumentos de avaliaÃÃo: a Matriz de ReferÃncia. O Programa Aprender Pra Valer indica a avaliaÃÃo externa em larga escala como principal agente da gestÃo do sistema, da gestÃo da escola e da gestÃo da sala de aula. No entanto, esse programa nÃo apresenta um projeto especÃfico para a formaÃÃo do professor-avaliador nem confirma a importÃncia da avaliaÃÃo escolar interna. O paradigma docimolÃgico nos permite identificar os deveres do professor-avaliador na perspectiva dos instrumentos de avaliaÃÃo, enquanto a formaÃÃo do professor-avaliador, baseada no paradigma pedagÃgico, situa a formaÃÃo dele em um quadro complexo da abordagem sistÃmica anunciada inicialmente por Tyler (1977) e confirmada por Bloom, Hastings e Madaus (1983), Perrenoud (1999, 2000, 2002) e Hadji (1994, 2001).<br>Various initiatives to external large-scale evaluation arise in Brazil during the 1990s, especially: National System of Basic Assessment (SAEB) and National Secondary Education Examination (ENEM). After more than twenty years since the birth of those initiatives, discussions about the schools own internal assessment by teachers have been intensified. Bringing near the outer large-scale evaluation to the schoolâs internal evaluation arises as a problem today in the Brazilian educational scenario. In this context, we have delimited the object of this research: the evaluator-teacher. We have defined as general objective of this research the discussion on the ethical identity of evaluator-teacher. The specific objectives that guided this study were planned as follows: (1) to discuss the ethical identity of evaluator-teacher in the context of the paradigm docimolÃgico school evaluation, (2) to discuss the ethical identity of evaluator-teacher in the context of the pedagogical paradigm of school evaluation, (3) to identify the reference of powers attributed to the evaluator-teacher on Aprender pra Valer (Learning for Sure) program, by SEDUC-CE. This research falls under the qualitative approach by stating â among other features â the descriptive and interpretative matter, the interest on the use of the results, use various data sources. The methodological procedures substantiated in documentary analysis and literature review. The data were interpreted by content analysis. For purposes on this study we defined as theoretical references Bloom, Hastings and Madaus (1983), Perrenoud (1999), Afonso (2000), Hadji (1994.2001), Tyler (1949), Bonniol and Vial (2001). The survey results indicated that external evaluation on a large scale will influence on ethical identity of evaluator-teacher by proposing a framework for the construction of assessment instruments: the Reference Matrix. The Learning For Sure Program (Aprender Pra Valer) indicates the external evaluation on a large scale as the main agent of the management system, school management and the management of the classroom. However, this program does not have a specific project for the evaluator-teacherâs education evaluator and to confirm the importance of internal school evaluation. The docimologic paradigm allows us to identify the duties of the evaluator-teacher from the perspective of evaluation instruments. While the formation of the evaluator-teacher, based on educational paradigm, lies in their education in a complex frame of the systemic approach initially announced by Tyler (1977) and confirmed by Bloom, Hastings and Madaus (1983), Perrenoud (1999, 2000, 2002) and Hadji (1994.2001).
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Lebel, Josée. "Tapping into Floor Staff: Using the knowledge of floor staff to conduct formative evaluations of exhibits in a Canadian science centre." Thesis, Högskolan Dalarna, Vetenskapskommunikation, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:du-12607.
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Most science centres in Canada employ science-educated floor staff to motivate visitorsto have fun while enhancing the educational reach of the exhibits. Although bright andsensitive to visitors’ needs, floor staff are rarely consulted in the planning,implementation, and modification phases of an exhibit. Instead, many developmentteams rely on costly third-party evaluations or skip the front-end and formativeevaluations all together, leading to costly errors that could have been avoided. This studywill seek to reveal a correlation between floor staff’s perception of visitors’ interactionswith an exhibit and visitors’ actual experiences. If a correlation exists, a recommendationcould be made to encourage planning teams to include floor staff in the formative andsummative evaluations of an exhibit. This is especially relevant to science centres withlimited budgets and for whom a divide exists between floor staff and management.In this study, a formative evaluation of one exhibit was conducted, measuring both floorstaff’s perceptions of the visitor experience and visitors’ own perceptions of the exhibit.Floor staff were then trained on visitor evaluation methods. A week later, floor staff andvisitors were surveyed a second time on a different exhibit to determine whether anincrease in accuracy existed.The training session increased the specificity of the motivation and comprehensionresponses and the enthusiasm of the staff, but not their ability to predict observedbehaviours with respect to ergonomics, learning indicators, holding power, and successrates. The results revealed that although floor staff underestimated visitors’ success ratesat the exhibits, staff accurately predicted visitors’ behaviours with respect to holdingpower, ergonomics, learning indicators, motivation and comprehension, both before andafter the staff training.
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SILVA, Esequias Rodrigues da. "Professor-avaliador: identidade deontológica e formação no contexto do sistema escolar - o caso do programa aprender pra valer." www.teses.ufc.br, 2014. http://www.repositorio.ufc.br/handle/riufc/12905.
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SILVA, Esequias Rodrigues da. Professor-avaliador: identidade deontológica e formação no contexto do sistema escolar - o caso do programa aprender pra valer. 2014. 224f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2014.<br>Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2015-06-22T15:33:55Z
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Previous issue date: 2014<br>Various initiatives to external large-scale evaluation arise in Brazil during the 1990s, especially: National System of Basic Assessment (SAEB) and National Secondary Education Examination (ENEM). After more than twenty years since the birth of those initiatives, discussions about the schools own internal assessment by teachers have been intensified. Bringing near the outer large-scale evaluation to the school’s internal evaluation arises as a problem today in the Brazilian educational scenario. In this context, we have delimited the object of this research: the evaluator-teacher. We have defined as general objective of this research the discussion on the ethical identity of evaluator-teacher. The specific objectives that guided this study were planned as follows: (1) to discuss the ethical identity of evaluator-teacher in the context of the paradigm docimológico school evaluation, (2) to discuss the ethical identity of evaluator-teacher in the context of the pedagogical paradigm of school evaluation, (3) to identify the reference of powers attributed to the evaluator-teacher on Aprender pra valer (Learning for sure) program, by SEDUC-CE. This research falls under the qualitative approach by stating – among other features – the descriptive and interpretative matter, the interest on the use of the results, use various data sources. The methodological procedures substantiated in documentary analysis and literature review. The data were interpreted by content analysis. For purposes on this study we defined as theoretical references Bloom, Hastings and Madaus (1983), Perrenoud (1999), Afonso (2000), Hadji (1994.2001), Tyler (1949), Bonniol and Vial (2001). The survey results indicated that external evaluation on a large scale will influence on ethical identity of evaluator-teacher by proposing a framework for the construction of assessment instruments: the Reference Matrix. The Learning For Sure Program (Aprender Pra Valer) indicates the external evaluation on a large scale as the main agent of the management system, school management and the management of the classroom. However, this program does not have a specific project for the evaluator-teacher’s education evaluator and to confirm the importance of internal school evaluation. The docimologic paradigm allows us to identify the duties of the evaluator-teacher from the perspective of evaluation instruments. While the formation of the evaluator-teacher, based on educational paradigm, lies in their education in a complex frame of the systemic approach initially announced by Tyler (1977) and confirmed by Bloom, Hastings and Madaus (1983), Perrenoud (1999, 2000, 2002) and Hadji (1994,2001).<br>Diversas iniciativas de avaliação externa em larga escala surgiram no Brasil durante a década de 1990, a destacar: Sistema Nacional da Avaliação Básica (SAEB) e Exame Nacional do Ensino Médio (ENEM). Passados mais de vinte anos, desde o nascimento dessas iniciativas, intensificaram-se as discussões em torno da própria avaliação escolar interna realizada pelos professores. Aproximar a avaliação externa em larga escala da avaliação interna escolar coloca-se como um problema da atualidade no cenário educacional brasileiro. Nesse contexto, delimitamos o objeto desta pesquisa: o professor-avaliador. Definimos como objetivo geral deste trabalho discutir a identidade deontológica do professor-avaliador. Os objetivos específicos que orientaram este trabalho foram assim planificados: (1) discutir a identidade deontológica do professor-avaliador no contexto do paradigma docimológico da avaliação escolar, (2) discutir a identidade deontológica do professor-avaliador no contexto do paradigma pedagógico da avaliação escolar, (3) identificar o referencial de competências imputado ao professor-avaliador do programa Aprender pra Valer SEDUC-CE. Esta pesquisa se inscreve na abordagem qualitativa por manifestar, entre outras características, o caráter descritivo e interpretativo, o interesse pela utilização dos resultados, a busca por diversas fontes de dados. Os procedimentos metodológicos consubstanciaram-se em análise documental e pesquisa bibliográfica. Os dados foram interpretados pela análise de conteúdo. Para efeito deste estudo, como referenciais teóricos, demarcamos Bloom, Hastings e Madaus (1983), Perrenoud (1999), Afonso (2000), Hadji (1994, 2001), Tyler (1949), Bonniol e Vial (2001). Os resultados da pesquisa indicaram que a avaliação externa em larga escala exerce influência sobre identidade deontológica do professor-avaliador ao propor um referencial para a construção de instrumentos de avaliação: a Matriz de Referência. O Programa Aprender Pra Valer indica a avaliação externa em larga escala como principal agente da gestão do sistema, da gestão da escola e da gestão da sala de aula. No entanto, esse programa não apresenta um projeto específico para a formação do professor-avaliador nem confirma a importância da avaliação escolar interna. O paradigma docimológico nos permite identificar os deveres do professor-avaliador na perspectiva dos instrumentos de avaliação, enquanto a formação do professor-avaliador, baseada no paradigma pedagógico, situa a formação dele em um quadro complexo da abordagem sistêmica anunciada inicialmente por Tyler (1977) e confirmada por Bloom, Hastings e Madaus (1983), Perrenoud (1999, 2000, 2002) e Hadji (1994, 2001).
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Sackmann, Christina. "Mythos Methoden-Training : Wirkungsanalyse der Implementierung des Methoden-Trainings im Prozess von Unterrichts- und Schulentwicklung an der Robert-Bosch-Gesamtschule Hildesheim /." Göttingen : V und R Unipress, 2007. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=016033765&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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Pearl, Rebecca. "Training evaluation in the technical training department at Company A." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002pearlr.pdf.
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Casey, Matthew Scott. "PROBLEM-BASED INQUIRY: AN EXPERIENTIAL APPROACH TO TRAINING EVALUATION." Akron, OH : University of Akron, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1164649402.
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Dissertation (Ph. D.)--University of Akron, Dept. of Curricular and Instructional Studies-Secondary Education, 2006.<br>"December, 2006." Title from electronic dissertation title page (viewed 04/28/2008) Advisor, Qetler Jensrud; Committee members, Sandra C. Coyner, Dennis Doverspike, Xin Liang, Carole Newman, Susan Olson; Interim Department Chair, Bridgie Ford; Dean of the College, Patricia Nelson; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.
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Coetzer, Anje. "Evaluating a governmental training and development programme." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/13533.
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Includes bibliographical references (leaves 78-83).<br>The current study examines the Contractor Development Model (CDM) as used by Working for Water. The overarching goal of the WfW programme is to alleviate poverty by creating short to medium term jobs for unskilled workers through clearing alien vegetation. WfW aims to appoint contractors based on targets from the Expanded Public Works Programme which are 60% women, 20% youth (18 - 36 years) and 2% disabled people. The CDM’s main objectives can be seen as: the employment of youth, women and people with disabilities; skills development through training. The programme aims to to develop contractors so that they become less dependent on WfW. It aims to develop contractors’ alien clearing and business skills to such an extent that contractors eventually exit the CDM in order to pursue more lucrative opportunities outside of WfW.
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Patterson, Thomas P. "Training Evaluation Investigating Core Self-Evaluations and Perceptions of Training Transfer." TopSCHOLAR®, 2015. http://digitalcommons.wku.edu/theses/1533.
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Although training evaluation is understood as an important way of determining the effectiveness of a training program, additional research in the area of training transfer and core self-evaluations (CSE) could provide insight on measuring the effectiveness of training programs. Training transfer differences and CSE were examined in training courses offered in a workforce development program. The goals of the study were to: (1) evaluate the validity of using CSE as a means of predicting perceptions of transfer, (2) test the previous findings that utility reactions measures are a stronger predictor of transfer than affective reactions measures, (3) determine which type of enrollment format in the Career and Workforce Development program has higher transfer of training, (4) evaluate if CSE can predict different rates of learning, (5) determine if CSE correlates positively with affective and utility measures of reaction surveys, and (6) further examine the finding that utility measures positively correlate with knowledge gains. In order to do this, eight Western Kentucky University Career and Workforce Development training courses were evaluated. The study did not find support for any of the hypotheses. Possible reasons for this lack of support include a small sample size, a lack of responses to the transfer survey, the number of different courses evaluated, and characteristics of the training courses such as different trainers. Thus, additional research is needed in this area to better understand the nature of the relationships between CSE, perceptions of transfer, utility reactions, affective reactions, and training course knowledge gains.
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Florence, Taryn Merillia. "Multi-skilling at a provincial training centre institution : post training evaluation." Thesis, Cape Peninsula University of Technology, 2011. http://hdl.handle.net/20.500.11838/1736.
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Thesis (MTech (Human Resource Management))--Cape Peninsula University of Technology, 2011<br>As global and national markets become more competitive, businesses are forced to become more adaptable and the public service is by no means exempt from this phenomenon. Owing to a dynamic and ever-changing work environment, it is necessary for public servant employees to continuously update their knowledge and skills.
However, in most organisations, the impact of training and development programmes are undermined. The value placed on increasing knowledge and skills is limited to attending a training programme. As a result, the newly acquired information and competencies are very seldom transferred from the classroom to the workplace and without a definite increase in performance and in service delivery; the contribution of actual learning is questionable.
This research study therefore uses the Integrated Integrated Human Resource Administration and Persal (IHRAP) Programme (presented by the Western Cape Provincial Training Institute) to gauge the importance of post training evaluation and the benefits that can be derived from it, both for the department and the employee. In addition, the study evaluates whether the participants of the training programme are able to apply concepts and techniques learned in the classroom. It focuses specifically on human resource employees employed within the Provincial Government of the Western Cape, who is responsible for performing a number of different human resource functions.
A survey was conducted amongst the participants of the IHRAP programme using a research questionnaire. After the results of the survey were collected and analysed, the researcher was able to determine where there were gaps in the post training evaluation process. Several recommendations are made to bridge these gaps and in doing so, enable the training programme to have a greater impact on the participants and in the workplace.
In addition to evaluating the IHRAP programme, the need for continuous improvement in skills will always be essential, but departments must create the opportunities for participants to exercise these acquired skills effectively.
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Paek, Jeeyon. "A study of training program characteristics and training effectiveness among organizations receiving services from external training providers." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1118351733.
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Thesis (Ph. D.)--Ohio State University, 2005.<br>Title from first page of PDF file. Document formatted into pages; contains xiv, 177 p.; also includes graphics (some col.) Includes bibliographical references (p. 145-153). Available online via OhioLINK's ETD Center
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Horner, Melissa A. (Melissa Amy). "Training Evaluation: Measuring the Benefits of Training with Levels of Behavioral Change." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc500263/.
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Employee training is designed to help ensure successful achievement of business goals. Training's expense encourages the investigation of behavioral changes. The present study evaluated behavioral changes that occurred as a result of a Business Process training course. A performance rating measure was designed to assess the behaviors addressed in the course. A group of 52 people took the training. Performance was measured using a pretest, and then posttest three months later. A control group of 52 people also responded to the performance measure twice, without training. A second control group of 52 took a posttest only. MANOVA results showed a significant difference between change scores at the .001 level, indicating that the training did change behavior. The control group posttest scores differed somewhat between the two control groups, indicating a possible pretest effect.
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Kelly, John F. "A training effectiveness evaluation of LeatherNet." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1995. http://handle.dtic.mil/100.2/ADA303556.
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Thesis (M.S. in Information Technology Management) Naval Postgraduate School, September 1995.<br>"September 1995." Thesis advisor(s): David R. Pratt, Carl R. Jones. Includes bibliographical references. Also available online.
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Gordon, Kenneth William. "Curriculum evaluation of technical vocational training." Thesis, University of Nottingham, 2009. http://eprints.nottingham.ac.uk/10698/.
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This thesis is a Case Study of a professional technical training programme designed for an Executive Agency of a major government department. The purpose was to explore the structure, strengths and weaknesses of the programme and to put forward useful suggestions for improvement. The personnel recruited into the programme are experienced technical specialists, often accustomed to the exercise of considerable responsibility and authority, earlier in their careers. The programme is intended to impart the extra skills required in their new role. There is special emphasis on assessment of student learning and curriculum evaluation and the possible confusion between the two terms. The problem of Outcomes and how the competency of the trainees is to be judged is considered. Also considered are learning styles, content and the teaching environment. Research data is included, collected from three primary and one secondary source. The primary sources consist of two questionnaires, one on Assessment of Student Learning and the other on Curriculum Evaluation. The results from these were analysed and from this data, the questions for the Interview Schedules were developed. They were designed to provide clarification or additional data where this was required. This Interview Schedule was structured as a series of open-ended questions, allowing further investigation as necessary. The data has been presented in an easily understood format, making use of tables and pie charts. Links have been established between the existing theories on adult further education and the research findings. Conclusions and suggestions for future improvement have been made.
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Krause, Kylee. "An evaluation of training in business." Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004krausek.pdf.
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Bae, Eul-Kyoo. "Perspectives of training evaluation among nuclear power training professionals and line managers." Connect to resource, 2002. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1258727940.
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Miller, Israel B. "Behavioral skills training with teachers : maintenance and booster training." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003117.
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Telekepalli, Sai Srinivas M. "Evaluation of web-based safety training against the instructor-led classroom training method." Texas A&M University, 2004. http://hdl.handle.net/1969.1/3147.
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The development of the Internet and the technological advancements in
multimedia are some of the breakthroughs the 21st century has witnessed. Innovative
ways are being sought for the application of technologies such as the Internet and
multimedia, for the development of effective learning methods. The potential for using
the Internet in combination with multimedia for teaching and learning is great; we are
only beginning to understand and use the advantages it can offer. Web-Based safety
training is an innovative self-paced learning aid which provides distinctive advantages
over the traditional, instructor-led classroom training.
This study provides an in-depth evaluation of Web-based safety training against
instructor-led classroom training. The Web-based safety training uses multimedia such
as power point slides with text, images and video clips. This study is designed as an
experiment to determine the relative improvement in knowledge of woodshop safety
when Web-based safety training is used against instructor-led classroom training. An
opinion survey is conducted to determine participantÂs attitude towards the training
methods.
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MacDonald, Michael Glenn. "Suicide intervention training evaluation, a study of immediate and long-term training effects." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0028/NQ49516.pdf.
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Puck, Jonas F. "Training für multikulturelle Teams : Grundlagen - Entwicklung - Evaluation /." München [u.a.] : Hampp, 2009. http://deposit.d-nb.de/cgi-bin/dokserv?id=3264169&prov=M&dokv̲ar=1&doke̲xt=htm.
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Masciocchi, Christopher Michael. "Evaluation of virtual reality snowplow simulation training." [Ames, Iowa : Iowa State University], 2007.
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Puck, Jonas F. "Training für multikulturelle Teams : Grundlagen - Entwicklung - Evaluation /." München ; Mering : Hampp, 2007. http://deposit.d-nb.de/cgi-bin/dokserv?id=2935679&prov=M&dok_var=1&dok_ext=htm.
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Hood, Eileen M. "An evaluation of interview training for adolescents." Thesis, University of Glasgow, 1987. http://theses.gla.ac.uk/6321/.
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The effectiveness of interview training was investigated in a study involving seventy-two lesser-qualified school-leavers, allocated to the following groups: (1) interview training (IVT); (2) interview training + videotape feedback (IVT + Video); (3) videotape feedback - 3 sessions (3 Video); (4) videotape feedback - 1 session (1 Video); (5) discussion (3 Disc.); (6) handout (Handout); (7) attention-only control (Att.C). For the IVT group a combination of modelling, coaching, roleplay, feedback and discussion was used to train both verbal and non-verbal interview skills in 3 sessions. This programme was modified to include videotape feedback for the IVT + Video group. Videotape feedback without the other components was administered to 3 Video, and 1 Video. The 3 Disc. group spent 3 sessions discussing problems at interview and how to resolve them (without the active components included in the IVT programme). The Handout group received only the written material used with the IVT group, together with a brief description of the appropriate use of such information. The Att.C group had 3 sessions of discussion of leisure interests etc., to control for the non-specific effects of being in therapy. Subjects were assessed using videotaped roleplayed interviews. Analyses of verbal and general items demonstrated the superiority of the two experimental groups (IVT, and IVT + Video) over the alternative procedures. A good degree of social validation was achieved, there was evidence of generalisation and at follow-up the post-training improvements were well-maintained. Interview training was shown to be effective irrespective of the subject's level of intelligence. The interview training programme was extended to eight clinical single case studies. The programme was found to be effective with this population also, especially for subjects without wider social skills problems. Training in verbal skills was particularly important, as was generalisation training. In contrast, relaxation training, and training of non-verbal skills contributed little. Videotape feedback had less effect than expected, however, this was possibly due to the adoption of a random allocation procedure.
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D'Cruz, Mirabelle. "Structured evaluation of training in virtual environments." Thesis, University of Nottingham, 1999. http://eprints.nottingham.ac.uk/11109/.
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Virtual Environments (VEs) created through Virtual Reality (VR) technologies have been suggested as potentially beneficial for a number of applications. However a review of VEs and VR has highlighted the main barriers to implementation as: current technological limitations; usability issues with various systems; a lack of real applications; and therefore little proven value of use. These barriers suggest that industry would benefit from some structured guidance for developing effective VEs. To examine this ‘training’ was chosen to be explored, as it has been suggested as a potential early use of VEs and is of importance to many sectors. A review of existing case studies on VE training applications (VETs) examined type of training applications and VR systems being considered; state of development of these applications and results of any evaluation studies. In light of these case studies, it was possible to focus this work on the structured evaluation of training psycho-motor skills using VEs created by desktop VR. In order to perform structured evaluation, existing theories of training and evaluation were also reviewed. Using these theories, a framework for developing VETs was suggested. Applying this framework, two VETs were proposed, specified, developed and evaluated. Conclusions of this work highlighted the many areas in the development process of an effective VET that still need addressing. In particular, in the proposal stage, it is necessary to provide some guidance on the appropriateness of VET for particular tasks. In the specification and building stages, standard formats and techniques are required in order to guide the VE developer(s) in producing an effective VET. Finally in the evaluation stage, there are still tools required that highlight the benefits of VET and many more evaluation studies needed to contribute information back to the development process. Therefore VEs are still in their early stages and this work unifies existing work in the area specifically on training and highlights the gaps that need to be addressed before widespread implementation.
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Puck, Jonas F. "Training für multikulturelle Teams Grundlagen - Entwicklung - Evaluation." München Mering Hampp, 2006. http://d-nb.info/993368034/04.
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Kale, Ravindra V. "Evaluation of an Active Colonoscopy Training Model." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1350759066.
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Cliett, Terra N. "A Comparative Evaluation of Matrix Training Arrangements." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984242/.
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A common goal of instructional techniques is to teach skills effectively and efficiently. Matrix training techniques are both effective and efficient as they allow for the emergence of untrained responding to novel stimulus arrangements, a phenomenon known as recombinative generalization. However, it is unclear which type of matrix arrangement best promotes recombinative generalization. The current study compared two common matrix training approaches, an overlapping (OV) design and a non-overlapping (NOV) design, with respect to arranging relations targeted for training. We conducted a replication evaluation of a Wilshire and Toussaint study, and taught two typically-developing preschoolers compound object-action labels in Spanish and used either an OV or NOV matrix training design. Results from both studies demonstrated the participant trained with an OV design produced recombinative generalization and participants trained with a NOV design produced significantly low levels of emergence or none at all. These results suggest that an OV matrix design facilitates recombinative generalization more effectively than a NOV design. Implications for instructional arrangements are discussed.
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Clingman, Ryan. "Evaluation of a novel myoelectric training device." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2858.
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While research shows that a patient’s success in using a myoelectric prosthetic arm is dependent on receiving effective training, current methods of training are not designed to effectively hold attention long enough for optimal training. This study focused on evaluating a novel myoelectric training device, consisting of a toy car controlled by EMG signals from the arm. Subjects’ performance with the trainer was evaluated to determine its ability to provide experience with EMG controls. Eight healthy adult subjects were taken through typical initial stages of myoelectric training, then asked to drive the car through a slalom course while the time, number of errors, and reversals required to complete the course were recorded, as well as the degree of difficulty subjects reported. The learning induced by using the trainer was found to be statistically significant (p < 0.002), with subjects demonstrating dramatic improvements (> 49%) in performance.
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Arenas, Joshua A. "Evaluation of a Novel Myoelectric Training Device." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/4050.
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Recent technological developments have implemented the use of proportional control in prosthetic hands, giving rise to the importance of appropriate myoelectric control. EMG models in the past have assumed a linear proportionality to simplify the EMG-force relationships. However, it has been shown that a non-linear EMG-force relationship may be a more effective model. This study focused on evaluating three different control algorithms for a novel myoelectric training device, consisting of a toy car controlled by EMG signals from the distal muscles in the arm. Sixteen healthy adult subjects (5 male and 11 female) with an average age of 23.6 years (SD = 2.7) were asked to drive the car through a slalom course. Completion times as well as number of errors (wall hits, cone hits, and reversals) were recorded to evaluate performance. The NASA TLX was administered to evaluate psychometrics such as mental demand, physical demand, frustration, and overall workload. The average total errors per trial on the final day of testing using the linear proportional algorithm was found to be statistically significantly (p < 0.05) lower than digital and non-linear proportional. The average course completion time per trial and overall workload using the non-linear proportional algorithm was found to be statistically significantly (p < 0.05) lower than digital and linear proportional. These results suggest that a non-linear algorithm would be most appropriate for myoelectric control in prosthetic hands.
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Fargher, Scott W. "The economic evaluation of Youth Training Programmes." Thesis, University of Edinburgh, 2002. http://hdl.handle.net/1842/23342.
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This thesis investigates issues associated with the economic evaluation of government intervention in the youth labour market. Specifically, it focuses on the evaluation of youth training programmes and assesses the sensitivity of post-programme impact estimates to methodological choices embodied in different non-experimental methods. Relatively high and persistent youth unemployment rates, together with rapidly changing patterns in the demand for skills, demographic change and social exclusion fears, have led to the expansion of government provided education and training opportunities in most modern economies. Moreover, the increased application of ‘active labour market policies’ combined with the desire to maintain international competitiveness has contributed to a greater emphasis on training in most industrial countries. Clearly, the outcome of evaluation research has an important bearing on the course and scale of such intervention and is necessarily an integral part of any active labour market policy. The use of non-experimental techniques in evaluation research has been widely questioned in light of divergent cross-study impact estimates, even when applied to seemingly similar programmes and data together with inconsistencies when compared to estimates derived using experimental techniques and data. This thesis investigates different non-experimental methods used in economic evaluation through the detailed examination of government assisted youth training in Scotland supplemented by an examination of training provision in Australia. The experimental/non-experimental debate is used as a framework to review recent theoretical developments in the evaluation field. The analysis begins with an examination of issues in the youth labour market that have lead to increased levels of intervention. Different evaluation methodologies are then outlined followed by a detailed exploration of the institutional developments in the youth labour markets of both the United Kingdom and Australia. This is complemented by a critical review of the relevant empirical literature focusing on potential sources of cross-study variation in reported impact estimates. A meta-analysis carried out on evaluation studies in the United Kingdom confirms that a substantive part of the variation may be due to the model employed. To investigate this issue in more detail the thesis then employs sensitivity analysis to determine the impact of model choice on a common database. The empirical analysis draws on two distinct longitudinal datasets the Scottish Young Person’s Survey and the Australian Youth Survey and examines initial returns to training in the early 1990s.
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Daniels, Cathy Herring. "Consistency in Clinical Preceptor Field Training for Sonography Students." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2924.
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Consistency in clinical preceptor training for sonography students is important in assuring equity in sonography student evaluation. Review of a local community college sonography program revealed a gap between expected roles and responsibilities of clinical preceptorship and what was actually done in the clinical setting. The purpose of this project study was to explore perceptions of graduates and preceptors regarding what constituted best practices in the evaluation of sonography students in the clinical setting. Knowles's theory of active learning provided a framework for understanding the student-preceptor relationship in the evaluation process. Research questions focused on sonography graduates' and clinical preceptors' perceptions of important practices for ensuring consistency and equity in clinical evaluation. A case study design composed of face-to-face interviews with 5 graduates and 5 preceptors at the study community college was used to address the research questions. Sonography graduates were at least 2 years post-graduation; preceptors had at least 1 year with the program and at least 2 years of clinical experience. Interview data were transcribed verbatim and open coded to identify common themes. Four themes were identified: similar definitions of consistency in evaluation, importance of immediate feedback after skillls performance, potential favoritism in clinical evaluation, and the need to enforce program policies. Findings were used to design a clinical preceptor training workshop that could provide a better understanding of effective measures to attain consistency and equity in the evaluation process, fostering positive social change by helping prepare sonography students as competent practitioners to address health care needs locally and globally.
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Lufuluabo, Rolly Ngandu. "An implementation evaluation of the rehabilitation care workers training programme." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/8549.
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Includes bibliographical references.<br>In 2011, the Western Cape Department of Health (WC DoH) adopted a health plan called Healthcare 2020. The framework of the plan emphasizes the necessity to de-hospitalize care in the province. The healthcare plan has brought about a shift in care policy. That is, moving from a passive delivery to a more active delivery where patients act independently. Active care refers to care that takes into account the needs of patients. Developing rehabilitation and care skills within the Western Cape Province is a key element to meet the de-hospitalization goal. Thus, the WC DoH commissioned and funded a pilot programme to train Rehabilitation Care Workers (RCWs) in the Mitchell's Plain District. This pilot programme involved rehabilitation and support for people with disabilities (PWDs) and their families. The rationale behind the programme was that if RCWs are given the necessary training and knowledge through learning and practical sessions, they will be more skilled to offer improved quality of care and support (Schneider, 2012, Healthcare, 2020). The Disabilities Studies Division (DSD) of School of Health and Rehabilitation Sciences at University of Cape Town (UCT) designed and delivered the training, consisting of learning and practical components. The current evaluation aims at investigating implementation of the learning component of the programme.
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Chicheke, Aaron. "An impact evaluation of a retail business skills training programme." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/10266.
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Includes bibliographical references.<br>The South African retail industry is growing significantly and increasingly becoming an important contributor to the country's economic growth. The industry grew by 5.9 percent in 2011, in terms of sales, compared to 3.6 percent decline in 2009. According to figures provided by the Statistics South Africa (StatsSA), the industry contributed six percent to the entire South African economy and 23 percent towards total employment in the country. Despite the growing significance of the industry in the South African economy, the industry is still marred with chronic challenges of poor education and skills shortages. Major players in the industry indicated that these challenges are the main impediments to potential higher growth.
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Byrd, Rebekah J. "LGBTQ Training and Support Evaluated: Research on School Counselors and School Counselors in Training." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/898.
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Contreras, Bethany P. "Evaluation of Multiple Exemplar Training Plus Discrimination Training On Promoting Generalization of Response Variability." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/6097.
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Typically developing children learn from play. For example, play serves as a foundation for children to acquire early language and social skills. Children with autism tend to have deficits in play, and often engage in rigid or repetitive behaviors during play. Such rigid play behavior can limit opportunities for these children to learn from play. Researchers have shown that it is possible to increase the variety of play behaviors that children with autism engage in. But, research has not yet shown whether these gains in play behavior will transfer to other play environments and situations. Therefore, the purpose of this study was to investigate methods for promoting the transfer of varied and appropriate play to other play situations with three children with autism. In this study, we increased varied play behavior by providing rewards for playing in a varied manner (and not providing rewards for playing in an inappropriate or rigid manner). We did this with multiple different play situations to help the participants learn to engage in varied play in different situations. We then tested to see if the participants would vary their play with completely new play situations. We found that, following some modifications, our procedures were successful at increasing varied play behavior for all three participants, and that their varied play transferred to other play situations.
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Karlsven, Matthew J. "Facilitating Training Transfer for Entrepreneurs Enrolled in Business Training Programs in Peru." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9235.
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Entrepreneurship and business training programs have been created and administered throughout the world and particularly in developing economies to help entrepreneurs open new businesses and grow their current businesses. Evaluations of these programs have shown that most of them successfully help entrepreneurs expand their knowledge and understanding of business principles and practices, but few entrepreneurs will then apply or transfer what they learn into their businesses. Without many entrepreneurs making changes in how they run their businesses, it is no surprise that these training programs generally show little impact on sales or profits. This research explores how business training programs in developing economies can help entrepreneurs go beyond just learning about business principles to making changes in their businesses based on those principles. Put simply, this research explores how training programs can help entrepreneurs act on what they learn. The research for this dissertation is presented in three articles. Article 1 includes a review and analysis of findings from a decade of evaluations and research on entrepreneurship training programs in developing economies around the world. In this analysis, I identified factors that have been found to positively affect training transfer, and then based on these findings I developed a theoretical framework of how training transfer can be facilitated. Article 2 is a multiple case analysis of seven trainers from two different entrepreneurship training programs based in Lima, Peru. This article includes an analysis of six months of in-field observations and interviews conducted in Peru, revealing several challenges trainers face while helping entrepreneurs apply what they learn as well as strategies the trainers use in their efforts to overcome those challenges. Article 3 includes a field experiment to test if using learning contracts in a training program will help more entrepreneurs begin following new business practices. This article also includes a quasi-experimental impact evaluation of the training program as a whole on entrepreneurs' business knowledge, application of business principles, and sales and expenses. The learning contracts showed some impact but not on all business practices. The training program as a whole had a statistically significant impact on knowledge and application but the impact on sales was not statistically significant.
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Macoukji, Fred. "Evaluating an Existing Training Design in a New Context: All-Inclusive Multicultural Diversity Program." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6892.
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The extent to which diversity has positive or negative effects on an organization can be attributed to the way in which diversity is managed (most commonly through diversity training). More often than not, organizations fail to validate training, therefore the current study adapted a training that successfully changed manager attitudes in a different context and implemented a perspective taking approach using language that was all-inclusive in order to determine if it was better at changing diversity relevant attitudes and behaviors than standard diversity training models. The results indicate that the training was effective in improving diversity relevant attitudes. Additionally, the results supported full mediation for the role of attitude change in inducing behavioral change. Results from the study provide both researchers and practitioners with practical implications for both research and practice in the fields of diversity and inclusion, as well as training design.
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Gonya, Odwa Otto. "Improving the effectiveness of training in Sanlam sky." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/15116.
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Sanlam Sky is a division of the Sanlam Group focusing on the developing markets. The division plays an important role in employing previously disadvantaged people with little or no prior training and experience. Training is the methodical development of Knowledge, Skills and Attitude that is required by the employee to perform a given task on the job satisfactorily. The training department therefore has a key responsibility of providing effective training to the newly appointed and existing employees and can be viewed as an essential vehicle for company success. The study identified that investment is allocated for the training and development of employees over the past years at Sanlam Sky and the organisation has not measured the effectiveness of training prior to this study. The main purpose of this study was to determine if the training initiatives at Sanlam Sky are effective or not and then identify factors to improve effectiveness of training at Sanlam Sky. The study also addresses the question of “what are the assessment methods for measuring T&D effectiveness that exist in the literature?” The empirical study included the distribution of a self-administered questionnaire amongst operations and distribution staff. Data was collected from multiple sources including 88 respondents and triangulated with unstructured interview data sourced from the learning managers; this data was used to assess the effectiveness of training and develop strategies for improvement. The findings indicate that the training provided at Sanlam Sky is effective, however there are no clear guidelines on identifying training needs in the organisation. The study identified that there is no evaluation framework that is used at Sanlam Sky. The trainees are not given an opportunity to choose how they want their training to be facilitated. Hypothesis of the study was tested and finally the study offers recommendations to be implemented in improving the effectiveness of training.
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William-Olsson, Robert. "SOUND IDENTIFICATION TRAINING APPLICATION : An evaluatory study of two training applications for training identification of complex sounds to raise awareness of noise." Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-8345.
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This thesis studied the effects of ear training on motivation and the ability to identify sounds under a layer of pink noise, using two versions of a training application. The first version was a serious game that utilized common game design features with the aim of increasing the player’s motivation to keep playing. The second version, called the basic training application was used as a base-line and modeled after the training method used by Shafiro (2008) in his experiment #2. 14 participants (divided into two groups of 7) were tested on their ability to identify sounds and how motivated they felt to continue training. Results pointed to the basic training application being better at increasing the participants’ sound identification ability, and the serious game being better at retaining the participants’ motivation to keep playing. Future studies should aim to combine features from both versions of the training application.
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Sahin, Vildan. "Evaluation Of The In-service Teacher Training Program." Phd thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607752/index.pdf.
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The purpose of this study was to examine the effectiveness of the in-service teacher training program, The Certificate for Teachers of English (CTE), run jointly by two departments: The Department of Basic English (DBE) and the Department of Modern Languages (DML) of the School of Foreign Languages (SFL) at Middle East Technical University (METU) in terms of whether it achieved its objectives and to provide suggestions regarding the redesigning of the program for the following years.
The model used for evaluating the program was one proposed by Kirkpatrick (1998<br>first devised in 1959). This model entails 4 levels of evaluation to carry out while evaluating training programs. Reaction, Learning, Behavior and Results. The research questions focused in this study are all in line with these four levels.
The participants of the study were four folded. The main participants were the trainees attending the program. (N=6, 2 from DML<br>4 from DBE). Another group of participants were the trainers of the program. (N=2). The third group of participants was the chairpersons at the two departments. Finally, data were collected from the students of the trainees and non trainees.
Data was collected via questionnaires from the trainees and their students, interviews with trainees, trainers and chairpersons, observations of sessions of the program and trainees&rsquo<br>lessons, and related documents of the program.
The data collected was analyzed qualitatively using the Miles and Huberman (1994) procedure for analyzing qualitative data: data reduction, data display and conclusion drawing/verification.
Results revealed that the CTE program was effective in terms of achieving its objectives. However, there could be improvements in certain components of the program. Another result of the study was that the application of Kirkpatrick&rsquo<br>s training program evaluation model was not very effective in the evaluation of the CTE program. The main drawback was that the model is a nonlinear one which made it difficult to concentrate on a particular level of evaluation at a particular time. Therefore the suggestion for a more linear and definite model for the evaluation of the CTE program was proposed.
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Michalski, Greg V. "Stakeholder variation in perceptions about training program evaluation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0021/NQ45185.pdf.
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Campeau, Anthony. "Evaluation of a provincial training program for paramedics." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0021/MQ53621.pdf.
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Girdler, Derek. "The evaluation of training courses for experienced agriculturalists." Thesis, University of Nottingham, 1991. http://eprints.nottingham.ac.uk/12219/.
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An evaluation of the effectiveness of a training course is very difficult to implement, but it is necessary if the course is to achieve the objectives set out by the course designers. When the participants have completed their training, they should be equipped with the knowledge of the latest developments in their discipline, the skills to be able to put them into practice and the attitude to utilise this training experience to the full in the farm or unit situation. This study assesses the techniques available for evaluation and has selected one method of appraising Adult Short Courses, designed specifically for experienced agriculturalists from a particular farm discipline. The Agricultural Training Group Officer established the training needs of group members and organised a programme based at a central location and staffed by A. T. B. or external instructors. A questionnaire was administered to the population of course attenders at the end of each training day. The levels of knowledge, skills and attitudes were measured using a range of question designs and rating scales. The "before" level was valued at the same time as the "after" score. This is a departure from the more commonly used Pretest, Posttest design. Unit or farm physical performance data, related to stockperson control, was collected over the relevant years. A commercial psychological test was also used to evaluate the trainability of the course attenders. A comparative group of experienced agriculturalists, who were not involved in any A. T. B. training related to their unit attachment, were contacted to provide similar information and reduce any maturation, historical and local errors. The data collected showed significant increases in knowledge, skills and attitude levels with some degree of improvement in unit physical performance. The correlations between the objective criteria, unit physical data, and the subjective criteria, self-assessment ratings, were very mixed for the course attenders. The psychological tests tended to support independent unit manager valuations of the trainees. The training courses were effective and the evaluation has shown that trained staff can improve unit physical performance. The analysis supported the methodologies employed and further testing, with some modifications, using a larger population involved in a range of farm disciplines would be useful.
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Minnis, Helen Jennifer. "Evaluation of a training programme for foster carers." Thesis, King's College London (University of London), 1999. https://kclpure.kcl.ac.uk/portal/en/theses/evaluation-of-a-training-programme-for-foster-carers(5d8bf051-9b80-4629-ab00-3487b12830a2).html.
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Wong, Maria Wan-Yin. "Evaluation of a biomedical science clinical training curriculum." Thesis, Durham University, 2004. http://etheses.dur.ac.uk/2832/.
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The thesis is concerned with quality in clinical education. It explores issues pertaining to the effectiveness of a biomedical science clinical training program through an evaluation. The aim is to gather and analyze program data for the improvement of student learning. Mixed methods including self-completion questionnaires and semi-structured interviews were used to explore students' and clinical teachers' perceptions in the domains of clinical teaching, student learning, organization of the program and personal gain. Two questionnaires were developed for data collection on two consecutive cohorts of students of the Hong Kong Polytechnic University and clinical teachers from various training hospitals. Interviews with laboratory managers were used to support quantitative data of the questionnaires. Analyses of data from the first cohort revealed some deficiencies in the program including communication of goals to students, practice opportunities, shortage of clinical teaching staff, lack of initiatives from students, and inadequate communication between academics and laboratory teaching staff in the first phase of the study. The findings were reported to both academic and clinical teachers. Measures were taken to resolve these issues such as a comprehensive pre placement briefing for the students, to encourage clinical teachers to adopt different teaching strategies to foster student learning. Post training perceptions between the two cohorts were not significantly different in the second phase of the study except a slightly higher rating in the category of practice opportunities. It appeared that the intervention had not produced large effects. However, the results with implications were presented to the university, hospitals and students for further enhancement of student learning. It is through this continuous feedback mechanism that effectiveness of the program can be sustained.
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Drengler, Eric. "Evaluation of a manufacturer's sales representative training program." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009drenglere.pdf.
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Schuurman, Labeeqah. "An evaluation of tourism training : a conceptual analysis." Thesis, Cape Technikon, 2004. http://hdl.handle.net/20.500.11838/1585.
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Thesis (MTech (Tourism and Hospitality Management))--Cape Technikon, Cape Town, 2004<br>The research is aimed at achieving a conceptual analysis of tourism training. Training initiatives in the Western Cape province are frequently mentioned by way of example, while the respective roles of tertiary institutions, the future Cape Peninsula University of Technology and the Sector Education and Training Authority for the Tourism, Hospitality and Sport Education and Training Authority (THETA) are extensively explored in the research. An investigation is undertaken to determine the gaps between the output of the tourism education and training system and the real demand of tourism employers. The research report will delineate the issues that need to be covered in the research study to determine the gaps between the output of the tourism education and training system and the real demand of tourism employers. A pilot study, commissioned by the World Tourism Organisation (WTO), reveal gaps in tourism training worldwide, especially in the occupational category of front-line workers. In this category, the most common gaps relate to interpersonal communication skills, languages, computing and elementary knowledge of business techniques. The conclusions of the pilot study are noted and explained by pointing out the need to incorporate the changes in education regarding learnerships, skills programmes and work-based qualifications, as set out by the Tourism, Hospitality and Sport Education and Training Authority (THETA) for the tourism industry. The research proceed to highlight the role of other major stakeholders, for example, that of the Department of Environmental Affairs and Tourism (DEAT) with the view that tourism must be understood in a global, national and provincial context.
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Doan, Dai. "An Evaluation of an Intensive Toilet Training Model." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804964/.
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The current evaluation assessed the effectiveness of an intensive toilet training procedure for three young boys with autism. The evaluation extended the work of LeBlanc et al. (2005) by assessing parents’ preference to include the usage of urine alarm and positive practice. In addition, we collected descriptor data on challenging behaviors. All three parent participants’ elected not to use the urine alarm and one parent elected to discontinue the implementation of positive practice techniques. Researchers chose a nonconcurrent multiple baseline across participants design to evaluate the effects of the intervention. All three child participants’ increased successful self-initiations for the toilet and decreased accidents across home and clinic settings. Findings suggest that clinicians should partner with parents to develop individualized toileting interventions that are acceptable and effective.