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Baraças, Ana Rita Cabral. "Avaliação da formação segundo o modelo de Kirkpatrick." Master's thesis, Instituto Superior de Economia e Gestão, 2017. http://hdl.handle.net/10400.5/14473.
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Mestrado em Gestão de Recursos Humanos<br>O presente trabalho aborda a avaliação da formação, segundo o modelo de Donald Kirkpatrick de 4 níveis de avaliação, reação, aprendizagem, comportamento e resultados. O interesse na realização deste projeto, ocorreu através da perceção de um ponto por desenvolver na empresa em estudo, sendo ele a falta de avaliação de formação estruturada e completa. Este é um projeto realizado numa empresa líder de mercado, com uma grande aposta na formação, mas com um gap bastante percetível. Os cursos selecionados, são desenvolvidos a nível presencial e on-line, nomeadamente formação de Liderança, Comercial, Comunicação e Protocolo de Planeamento, serão analisadas e propostos instrumentos de avaliação direcionados para cada nível do modelo de avaliação de formação de Kirkpatrick.<br>The following work approaches the Kirkpatrick Model of four levels: evaluation, reaction, learning and results. I became interested in this topic after perceiving the lack of complete and structured training evaluation in the company of study. This project was developed in a leading company, with a big concern on training. The selected courses can be on-line and in-person, and Leadership, Commercial, Protocol and Management are some of the areas covered. Their evaluation tools will be proposed according to each Kirkpatrick Model's levels.<br>info:eu-repo/semantics/publishedVersion
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Tikhonravova, Katia. "Evaluation of The Relationally Based “Calm-Driven” Service Training for the Automotive Industry, Based on The New World Kirkpatrick Model." Diss., NSUWorks, 2018. https://nsuworks.nova.edu/shss_dft_etd/31.
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This study evaluated the effectiveness of the relationally based “Calm-Driven” Service (CDS) training program from the New World Kirkpatrick model perspective. The CDS training program is designed to help automotive professionals in sales and service to relate to their customers by (a) thinking in a different way about human relationships, and (b) realizing their own role in relationships and behavior. The CDS training program is based on the relational systems theory concepts of relational triangles, chronic anxiety, and differentiation of self from the Bowen Family Systems Theory.
The results suggest that the participants had a positive reaction to the training program. Specifically they found the training favorable, relevant to their professional needs, engaging, comprehendible, and capable of creating change in educational experience through time (level 1: reaction). They gained the intended knowledge, skills, attitude, confidence, and commitment to apply newly gained knowledge on the job (level 2: learning). Participants’ behavior changed in their ability to relate to their customers by being (a) able to think in defined ways, and (b) realize their own role in relationships and behavior. Notably, newly learned behaviors were maintained two months after the training program was complete due to a successful monitoring, reinforcing, encouraging, and rewarding system (level 3: behavior). The improvement of the associates’ relational skills indicates that the training helped the organization to move on track to their overall goal, which is to help the stakeholders to become the number one volume dealer (level 4: results).
Evaluation results demonstrate that relational training based on the Bowen Family Systems Theory could be successfully implemented and show positive results for the organization and their associates. Therefore, it is recommended that marriage and family therapists, as specialists in relational systems thinking, would focus future research on development, application, and evaluation of relationally based trainings.
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Costa, Ana Rita Nobre Lourinho da. "A avaliação da formação : uma questão motivacional?" Master's thesis, Instituto Superior de Economia e Gestão, 2011. http://hdl.handle.net/10400.5/4285.
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Mestrado Gestão de Recursos Humanos<br>Numa sociedade marcada pela crise, inúmeras empresas continuam a apostar fortemente na formação profissional para os seus trabalhadores. A formação profissional assume-se como um factor estratégico de desenvolvimento organizacional, dotando os trabalhadores de competências de forma a efectuar de forma eficaz e eficiente o seu trabalho. Para a Gestão de Recursos Humanos, o desafio é o de perceber porque a aquisição de informação e a aplicabilidade prática dos conhecimentos adquiridos na formação não ocorre do mesmo modo em todos os trabalhadores. O presente trabalho de investigação centra-se na avaliação da formação efectuada pelos formandos e na sua motivação. Em particular, este trabalho incide sobre o modelo de avaliação da formação de Kirkpatrick, nomeadamente o nível 1 (avaliação da satisfação/reacção dos formandos) e a sua relação com a motivação intrínseca e extrínseca dos formandos. De forma a cumprir o objectivo deste trabalho, efectuou-se uma revisão do estado da arte, a partir da qual foi possível a formulação de várias hipóteses empíricas. Como método de recolha de dados foi utilizado o método quantitativo, através da técnica do questionário aplicado a 80 formandos. O questionário utilizado combinava dois instrumentos: a avaliação da satisfação/reacção dos formandos (modelo de avaliação da formação de Kirkpatrick) e o WPI (que avalia a motivação intrínseca e extrínseca dos formandos). As principais conclusões obtidas evidenciam a existência de uma correlação estatisticamente significativa entre os resultados obtidos na avaliação da formação e na motivação dos participantes, uma vez que os formandos mais satisfeitos com a formação revelam estar mais motivados intrinsecamente do que extrinsecamente.<br>In a society marked by the economic crisis, many companies continue to invest strongly in training for their employees. The training takes itself as a strategic factor for organizational development, giving workers skills in order to perform effectively and efficiently their work. For Human Resource Management, the challenge is to understand why the acquisition of information and practical applicability of knowledge acquired in training does not occur in the same way in all workers. This research focuses on training evaluation held by the trainees and their motivation. In particular, this work focuses on the Kirkpatrick’s Model for Evaluating Effectiveness of Training Programs, in specifically level 1 (assessment of satisfaction evaluation / trainees reaction) and their relationship with intrinsic and extrinsic trainees motivation. In order to achieve the goal of this work, a review of the state of the art was carried out, from which it was possible to formulate various empirical hypotheses. As a method of data collection was used the quantitative method, using the technique of questionnaire applied to 80 trainees. This questionnaire used a combination of two instruments: satisfaction evaluation / trainees reaction (training evaluation model of Kirkpatrick) and WPI (which evaluates the intrinsic and extrinsic trainee’s motivation). The main conclusions show that there is a significant statistically correlation between the results obtained in the training evaluation and participants motivation, since the trainees that are more satisfied with the course seem to be more intrinsically motivated than extrinsically.
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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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Řezáčová, Petra. "Měření efektivity vzdělávání zaměstnanců společnosti FOXCONN, s.r.o." Master's thesis, Vysoká škola ekonomická v Praze, 2017. http://www.nusl.cz/ntk/nusl-359973.
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This thesis deals with the practical aspects of corporate training with the main focus on assessment and measurement of its outputs and effectiveness. The theoretical part introduces to the reader the concepts of corporate education and professional development as well as with their current trends. Next chapters describe the methods of analyzing educational needs and defining development goals. Moreover, various models of assessing the training effectiveness are presented. The application part of this thesis consists of empirical research conducted in the FOXCONN corporation. The purpose of this research was to evaluate training effectiveness of two types of trainings, using Kirkpatrick and Brinkerhoff models, and to address current issues of corporate education and propose solutions to them.
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Sousa, Inês Oliveira de. "Avaliação e retorno de investimento em formação em vendas : estudo de caso." Master's thesis, Instituto Superior de Economia e Gestão, 2019. http://hdl.handle.net/10400.5/19780.
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Mestrado em Ciências Empresariais<br>A Dissertação visa o estudo da avaliação de formação, utilizando o modelo de Kirkpatrick (Kirkpatrick, 1959) e Phillips (Phillips,1991), para o cálculo do ROI. A organização que deu origem a este estudo de caso já continha alguns dados relevantes para a avaliação do programa de formação, contudo, foi com este estudo que se tornou possível dar resposta a todos os níveis bem como calcular o ROI de uma formação assente nas vendas de um produto específico, denominado produto X. O objeto de estudo é avaliado segundo o processo do modelo do ROI (Fu et al., 2018), respeitando todos os critérios e passos, contudo é no cálculo do ROI que se encontram os desafios. A formação selecionada para avaliar, cumpria todos os requisitos para que fosse possível perceber a reação dos formandos ao programa de formação; o que os participantes retiveram dos novos conhecimentos; avaliar como aplicaram o que aprenderam no local de trabalho e os resultados, que se traduzem em vendas diretas. Foi também possível calcular o ROI isolando todos os fatores externos à formação que influenciassem as vendas, para tal foram recolhidos os dados de um universo de 53 participantes do ano n (ano em que foi realizada a formação) em comparação com o ano n-1 (ano anterior à formação onde foram registadas as vendas do mesmo produto X, pelas mesmas 53 colaboradoras, no entanto, sem que estas tenham recebido formação). Com este estudo foi possível oferecer à organização uma visão mais abrangente da eficácia da avaliação de formação.<br>The dissertation aims to study a training evaluation program, according to the Kirkpatrick (Kirkpatrick, 1959) and Phillips (Phillips, 1991) model, in order to calculate ROI. The organization that became the case study already contained some relevant data for the training evaluation program, however, it was with this study that it was possible to respond to all levels as well as calculate the ROI of a training based on sales of a specific product, called product X. The object of study is evaluated according to the ROI model process (Fu et al., 2018), respecting all criteria and steps, although, it is in the calculation of ROI that meet the challenges. The chosen training program to evaluate, fulfilled all the requirements so that it was possible to perceive the trainees' reaction to the training program; what the participants retained from the new knowledge; evaluate how they applied what they learned in the workplace and the results, which translate into direct sales. It was also possible to calculate the ROI by isolating all factors external to the training that influenced sales, for this purpose data were collected from a universe of 53 participants from year n (year in which the training took place) compared to year n-1 (year prior to training where sales of the same product X were recorded, by the same 53 employees, however, without training). With this study it was possible to offer the organization a more comprehensive view of the effectiveness of training evaluation.<br>info:eu-repo/semantics/publishedVersion
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Rodell, Sofia, and Oskar Halléhn. "Syftet bakom kursutvärderingar – en undersökning från ett utbildningsföretag." Thesis, KTH, Skolan för teknikvetenskap (SCI), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-93432.
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Kursutvärderingar kan ge svar på många frågor, och leda till ett väl motiverat förbättrings- och utvecklingsarbete. De kan även vara mycket svåra att genomföra. Forskning visar att utvärderingar ofta saknar tydliga mål, vilket leder till att resultaten blir svåra att använda. I detta examensarbete diskuteras kursutvärderingarna på företaget Kärnkraftsäkerhet och Utbildning. Målet är att arbetet ska leda till elevenkäter och undersökningsresultat som kan bidra till utvecklingen av kurserna vid Kärnkraftsäkerhet och Utbildning i Barsebäck. Arbetet med att skapa elevenkäterna beskrivs, och syftet bakom den nya utvärderingsmodell som enkäten är en del av undersöks.Genom intervjuer har information om avdelningens kurser, samt önskemål kring innehållet i enkäterna, samlats in. Informationen har sedan använts för att skapa relevanta enkätfrågor. Företagets utvärderingsansvariga har gett en inblick i bakgrunden till, och målen med utvärderingen. Arbetet resulterade i enkäter som ska användas för kvalitetsutveckling av kurserna vid Barsebäck. Slutsatser kunde även dras kring företagets syfte med den nya utvärderingen, samt hur synen på enkäten skiljer sig mellan de ansvariga på huvudkontoret och de kursansvariga i Barsebäck.<br>Course evaluations can provide answers to many different questions, and lead to informed decisions regarding the development and improvement of education. They can also be very difficult to perform. Research shows that evaluations often lack clear goals, and therefore lead to inapplicable results. In this thesis we discuss the course evaluations at Kärnkraftsäkerhet och Utbildning. We aim to produce questionnaires and findings that can be used to improve the courses at Kärnkraftsäkerhet och Utbildning in Barsebäck, Sweden. We describe the process of creating the questionnaires, and examine the purpose of the company’s new evaluation model, of which the questionnaires are an important part.Information about the courses at Barsebäck, and requests about the content of the questionnaires have been acquired through interviews. The information has been used to create relevant questions for the questionnaires. The people responsible for the evaluation have given us an understanding of its background and purpose. Questionnaires were created, that will be used to improve the quality of the courses at Barsebäck. Conclusions were made concerning the purpose of the new evaluation process, and how the view of the questionnaires differ between the people responsible and the course administrators at Barsebäck.Keywords: Course
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Draper, Fiona J. "Development of a Student-Centred Evaluation Framework for Environmental Vocational Education and Training Courses. Development and validation of a Student-Centred Evaluation Framework for Environmental Vocational Education and Training Courses derived from Biggs' 3P Model and Kirkpatrick's Four Levels Evaluation Model." Thesis, University of Bradford, 2012. http://hdl.handle.net/10454/5496.
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Individuals and organisations need to do much more if sustainable
development is to be achieved. Appropriate environmental vocational
education and training (EVET) is essential for current decision makers.
Crucial decisions need to be made before the present generation of school
and college students achieve significant positions of authority. An increasing
range of EVET courses and course providers are available within the UK.
However, availability is not synonymous with suitability for either the attendee
and/or his/her (future) employer. Previous research indicates that, as a
component of lifelong learning, EVET courses should and the methods used
to evaluate them should be student-centred.
This thesis describes the development and validation of a new studentcentred
evaluation framework. Preliminary literature reviews identified six
fundamental issues which needed to be addressed. Existing academically
productive evaluation models were examined and critically appraised in the
context of these problems. The output from this process was used to develop
a bespoke research methodology. Empirical research on four commercial
EVET programmes revealed distinct personal, teaching and work-based
presage factors which influenced course attendance, individual learning and
subsequent organisational learning. Modified versions of Biggs' 3P model
and Kirkpatrick's Four level Evaluation Model were shown to provide an
effective student-centred evaluation framework for EVET courses. Additional
critical elements pertaining course utility and the student's long(er) term
ii
retention of knowledge/skill were derived from previous research by Alliger et
al (1997). Work-based presage factors and the student¿s return on
expectation were added as a direct consequence of this research. The
resultant new framework, the Presage-Product Evaluation Framework, was
positively received during an independent validation. This confirmed inter alia
that the framework should also be capable of adaption for use with other VET
courses. Recommendations for additional research focus on the need to
demonstrate this through further empirical studies.
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Draper, Fiona Jane. "Development of a student-centred evaluation framework for environmental vocational education and training courses : development and validation of a student-centred evaluation framework for environmental vocational education and training courses derived from Biggs' 3P Model and Kirkpatrick's Four Levels Evaluation Model." Thesis, University of Bradford, 2012. http://hdl.handle.net/10454/5496.
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Individuals and organisations need to do much more if sustainable development is to be achieved. Appropriate environmental vocational education and training (EVET) is essential for current decision makers. Crucial decisions need to be made before the present generation of school and college students achieve significant positions of authority. An increasing range of EVET courses and course providers are available within the UK. However, availability is not synonymous with suitability for either the attendee and/or his/her (future) employer. Previous research indicates that, as a component of lifelong learning, EVET courses should and the methods used to evaluate them should be student-centred. This thesis describes the development and validation of a new studentcentred evaluation framework. Preliminary literature reviews identified six fundamental issues which needed to be addressed. Existing academically productive evaluation models were examined and critically appraised in the context of these problems. The output from this process was used to develop a bespoke research methodology. Empirical research on four commercial EVET programmes revealed distinct personal, teaching and work-based presage factors which influenced course attendance, individual learning and subsequent organisational learning. Modified versions of Biggs¿ 3P model and Kirkpatrick¿s Four level Evaluation Model were shown to provide an effective student-centred evaluation framework for EVET courses. Additional critical elements pertaining course utility and the student¿s long(er) term ii retention of knowledge/skill were derived from previous research by Alliger et al (1997). Work-based presage factors and the student¿s return on expectation were added as a direct consequence of this research. The resultant new framework, the Presage-Product Evaluation Framework, was positively received during an independent validation. This confirmed inter alia that the framework should also be capable of adaption for use with other VET courses. Recommendations for additional research focus on the need to demonstrate this through further empirical studies.
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Figlovský, Jan. "Analýza vzdělávacího programu pro nové bankovní poradce společnosti Komerční banka,a.s." Master's thesis, Vysoká škola ekonomická v Praze, 2008. http://www.nusl.cz/ntk/nusl-9242.
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Training program for new financial advisors analysis of the company XY examines the whole training process in this company. The amalysis concentrates on distribution employees training. It tryes to find out the problems existing here. The analysis especially solves the evaluation of the training process. The work involves the recommendations leading to improve the training program in the future.
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Putra, Andreas Wahyu Gunawan, University of Western Sydney, and Sydney Graduate School of Management. "Evaluating training programs : evaluating training programs for front line associates in the hotel sector in Sydney : demonstrating Kirkpatrick's model." THESIS_SGSM_XXX_Putra_A.xml, 2003. http://handle.uws.edu.au:8081/1959.7/723.
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Research for this project was undertaken by means of a broad and comprehensive literature search, a field study and the development of four working papers. It has been quoted,The hospitality industry appears to be facing increasing competitive pressures to improve the quality of its delivery of products and services. For many hotels, success depends largely on the availability of qualified line associates who are able to translate and consistently maintain their company's operational standards of service. Hotel companies, thus, must take training programs for front line associates seriously to accommodate the growing pressure to provide qualified associates. Consequently, many hotels now highlight training activities for front line associates as a means of providing an outstanding service for their customers. However, there is often scepticism about whether training actually pays off for organisations. Despite the importance of the topic, there appears to be little research on evaluating training for front line associates in the hospitality industry, particularly in the hotel sector. Therefore, this project is arguably pioneering in its analysis of applying the model chosen. It has demonstrated through empirical evidence the usefulness of the model to the four hotels in Sydney. This project has investigated evaluating training programs by analysing the reaction of the trainees, learning gained by the trainees, transfer of learning to the workplace by the trainees and training outcomes. The research is expected to be useful to other training practitioners and/or scholars who are interested in taking further research in the hospitality industry, particularly in the hotel sector.<br>Doctor of Business Administration
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Putra, Andreas Wahyu Gunawan. "Evaluating training programs : evaluating training programs for front line associates in the hotel sector in Sydney : demonstrating Kirkpatrick's model : a dissertation /." View thesis View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20040401.164719/index.html.
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Thesis (D.B.A.) -- University of Western Sydney, 2003.<br>"A dissertation presented ... in partial fulfilment of the requirements for the degree of Doctor of Business Administration" Includes bibliographical references.
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De, Gersigny Simone. "Determining the effectiveness of the HERS-SA Academy using the Kirkpatrick framework of training evaluation." Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/5854.
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Includes bibliographical references (leaves 76-86).<br>The research evaluated the outcomes of Higher Education Resource Service South Africa (HERS-SA) Academy using the Kirkpatrick (1996a) framework of training evaluation. The study used a three-stage research design to evaluate Academy outcomes in tenns of the reactions, learning and behaviour levels of the Kirkpatrick (1996a) framework. Two main findings emerged from the research: (1) the reactions and learning outcomes of the Academy are successful while the behaviour outcomes are only partially successful, and (2) increased confidence and increased understanding of HE are by far the strongest outcomes of the Academy. Based on the major findings of the research, a number of recommendations were made primarily to improve the behaviour outcomes of the Academy.
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Crosse-Wynn, Claudia LPC. "Training Satisfaction of Behavioral Health Providers Treating Older Adult Substance Use." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6884.
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Substance use disorders among the baby boomer generation are steadily increasing, but knowledge and training satisfaction regarding older adult substance use disorders among behavioral health providers (BHPs) has not been explored. Using the Kirkpatrick evaluation model, this quantitative study involved an examination of the knowledge and training satisfaction of four behavioral provider groups: addiction counselors, licensed professional counselors, marriage and family therapists/social workers, and psychologists. Each participant (N = 154) completed a demographic questionnaire, satisfaction questionnaire, and the Alcohol and Older Adult Questionnaire to measure knowledge level on older adult substance use disorders. The results showed that licensed professional counselors held significantly higher levels of knowledge than any other BHP group. There were no significant differences between BHPs regarding satisfaction with training on older adult substance use disorders. No relationship was found between BHP satisfaction and BHP knowledge scores, even when considering the number of years, a BHP was licensed. Therefore, the findings of this study may encourage more training for BHPs aside from licenses professional counselors as well as future research on BHPs treating older adult substance use disorders.
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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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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.
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Adendorff, Wynand Pieter Johan. "Die verhoging van produksie deur formele opleiding / deur W.P.J. Adendorff." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2656.
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An increase in the rate of training in the Cold Mill South area due to outside pressure has led to the question whether training is still effective in this environment. The literature study has shown that the most commonly used method to measure the effectiveness of training is to use the Kirkpatrick model. In this study, the aim was thus to follow the four steps of the Kirkpatrick model and use it to measure the effectiveness of training in the Cold Mills South area of the ArcelorMittal Vanderbijlpark works. The following studies were done to determine the four steps: the way that training is done in the Cold Mill area was investigated,
the works' perception with regard to training was measured by employing a questionnaire. The questionnaire also investigated any barriers that prevented the workers from performing, information with regard to the different shifts' production performance and training levels was also gathered. The results of the study could not determine that there is a definitive relationship between the training level and shift performance. The workers were very positive towards training, but a few workers felt that there are barriers that prevent them from performing at their workplace. The results of the study showed a few areas where training can be improved, like the retention of skilled workers to help with the training. It is also very important that on-the-job training should be improved. A model similar to that of Brethower and Smalley could be used to improve on-the-job training.<br>Thesis (M.B.A.)--North-West University, Vaal Triangle Campus, 2009.
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Bernardino, Gonçalo Bruno Venceslau. "O retorno do investimento em formação : o caso das infraestruturas ferroviárias em Portugal." Master's thesis, Instituto Superior de Economia e Gestão, 2016. http://hdl.handle.net/10400.5/12364.
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Mestrado em Ciências Empresariais<br>O propósito desta dissertação é contribuir com evidências da avaliação da formação, estimando o retorno do investimento (ROI) dos programas de formação, utilizando dados do gestor de infra-estrutura ferroviária português. Assim, tentamos explorar possíveis diferenças entre o retorno do investimento a partir de programas de formação em diferentes domínios. Este estudo utiliza os dados da empresa dos programas de formação (custos directos e indirectos) e indicadores de resultados dos níveis de desempenho globais. O ROI estimado para cada programa de formação considera os custos e os benefícios estimados, associados a cada programa. Verificámos que os programas de formação das diversas famílias de formação apresentem valores diferentes entre si e identificámos quais as condições causais associadas ao ROI e à sua ausência.<br>The purpose of this dissertation is to contribute to evidence of training evaluation, estimating the return on investment (ROI) of training programs, using data from the Portuguese railway infrastructure manager. So, we try to explore possible differences among return on investment from training programs in different domains. This study uses company records on training programs (direct and indirect costs) and output indicators on global performance levels. The estimated ROI for each training program considers the costs and estimated benefits associated with each program. We found that the training programs of the various families have values different from each other and we've identified the causal conditions associated with the ROI and its absence.
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Prazeres, Susana Isabel Martins Teixeira. "A avaliação e o ROI da formação : o caso de uma empresa logística." Master's thesis, Instituto Superior de Economia e Gestão, 2012. http://hdl.handle.net/10400.5/10318.
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Mestrado em Gestão de Recursos Humanos<br>A presente dissertação, tem como principal objectivo contribuir para os estudos realizados sobre o cálculo do retorno do investimento da formação e como aplicar a metodologia de avaliação da formação do autor Kirkpatrick numa organização.
As mudanças no ambiente dos negócios, especialmente como resultado da globalização e da intensificação da concorrência, criaram uma nova realidade e um novo conjunto de regras. As mudanças, exigem novos desafios para os sistemas de formação, que são baseados em percepções, métodos e ferramentas que são capazes de suportar essas mudanças.
A importância da avaliação da formação, reside na possibilidade que esta oferece em identificar diferenças, numa perspectiva de melhoria contínua. A avaliação permite o acesso a vários dados que poderão ser analisados, comparados e conduzir a novas decisões, implementação de programas diferentes, melhoria dos existentes ou mesmo a sua extinção.
A avaliação envolve a reunião de informações sobre os resultados obtidos, com o objectivo de analisar e avaliar o impacto da formação ministrada na organização e nos negócios.
Para efeitos de cálculo do retorno do investimento, destas acções, foi necessário identificar resultados operacionais, performance; acidentes de trabalho; indicadores de qualidade; consumos de electricidade e material de escritório, atribuindo posteriormente valor monetário a estes resultados, antes e depois da formação com o objectivo de apurar as diferenças.
Verifiquei que, demonstrar o valor da formação deve começar muito antes de dar início ao programa de formação. Mas mais ainda, entender as actividades de formação, - como um conjunto de actos interligados no contexto organizacional.<br>This dissertation has as main objective to contribute to the studies of calculating the return on investment of training and how to apply the methodology of evaluating the training of the author Kirkpatrick in an organization.
Changes in the business environment, especially as a result of globalization and increased competition have created a new reality and a new set of rules. The changes require new challenges for training systems, which are based on perceptions, methods and tools that are able to support these changes.
The importance of training evaluation lies in the possibility it offers, to identify differences in perspective of continuous improvement. The assessment allows access to various data, that can be analyzed, compared and lead to new decisions, implementation of different programs, improving existing or even its extinction.
For the purpose of calculating the return on investment of these actions, it was necessary to identify operating results, performance and productivity, accidents, quality, and consumption of electricity and office supplies, subsequently assigning monetary value to these results, before and after training in order to get the differences.
I noted that demonstrate the value of training should start long before you start the training program. But further understand the training activities - as a set of interrelated acts
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Candiotes, Vernon J. "An evaluation of an intervention programme on Automotive Service Technicians using Kirkpatrick’s framework." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/45869.
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This dissertation reports an evaluation study which was done with an educational programme for Automotive Service Technicians which was adapted for South African conditions and derived from a programme used internationally, and originally developed in Schweinfurt, Germany in 2005. The programme was designed to answer to particular problems experienced during automotive driveline-component installations. Since the inception of this programme, ZF Germany had been training representatives from their different subsidiaries over the world on the essential elements of automotive driveline installation protocol. The representatives were trained to adapt the core programme in accordance with the particulars of the vehicle populations in each respective country, and the researcher has performed this task
The aim of this research was to evaluate the effectiveness of one particular module known as “Guidelines to clutch replacement” with regard to bringing about the desired changes in knowledge, attitude and behaviour within the trainees. Previous anecdotal feedback from the industry had suggested that the programme had been helpful in the reduction of installation errors, but the extent of the successes and failures of the programme had been unknown until this study. The training department at ZF South Africa was tasked to design further training modules based on the findings of the module under study in order to establish the successes and failures of the core concept for improvement of successive programmes.
The approach for this programme evaluation was utilization-focused which allowed the researcher to choose from and combine a variety of data collection strategies over the complete range of summative and formative evaluation approaches. However, in keeping with the stated aim of this study, this study had been limited to a summative inquiry by employing a quantitative data collection strategy at the hand of a quasi-experimental research design.
This research report presents the findings of a one-day intervention programme that was offered to Automotive Service Technicians in the Gauteng area. The conceptual framework that was adopted for the research was based on the four level evaluation framework of Kirkpatrick (1998) with the first three levels having been empirically tested and the fourth level discussed on the basis of empirical information. Findings suggest that although the levels of knowledge-acquisition could not to be considered as high, behaviour modification had indeed been observed to be in alignment with the clutch-installation-protocol and almost all the respondents had adopted the protocol as their preferred way of executing clutch installations.
In addition, most respondents found the programme to be pleasant and of a high utility value. Certain problems with the programme became evident, such as the pace having been too fast; printed hand-outs were not considered to have high utility value, and sensitivity to personal and cultural differences were found to be lacking.
The low levels recorded for knowledge acquisition may be language related which possibly relates to the fast pace of the course. The research findings suggest that the course should be spread over two days instead of one day and be augmented with practical demonstrations and re-designed printed hand-outs.
In order to effectively measure level four of the Kirkpatrick framework, criteria of concern should be negotiated with participating organisations in order to provide relative data for answering research questions on this level. Procedures for collecting data over the course of several years need to be established and agreed upon by all stakeholders for such data to be reliable and valid in the inclusion of a time-series study.
Regarding a relatively simple programme such as the programme under study with programme objectives that have a predominant procedural-knowledge focus, the Kirkpatrick framework has been found to be effective and its procedures may be applied in other industry-based training programmes. An added academic contribution to the previous one is that the Kirkpatrick framework as utilised in this study has shown that the framework offers a high utility value for fast-paced short courses where contact time with trainees are limited and evaluation designs need to fit in with the practical limitations. The high utility value of the Kirkpatrick framework became evident in the findings of this study where transfer of learning had evidently taken place regardless of possible learning problems such as language barriers.<br>Dissertation (MEd)--University of Pretoria, 2014.<br>tm2015<br>Science, Mathematics and Technology Education<br>MEd<br>Unrestricted
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Lynch, Elizabeth Marie. "Evaluation of a Hierarchal Training Model for Group Home Staff." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7333.
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Direct-care staff working with individuals with developmental disabilities (DD) are frequently exposed to challenging behavior from residents and expected to respond correctly to challenging resident behavior, but often receive insufficient training due to lack of resources and high staff turnover (e.g., Collins, 2012; Collins, Higbee, & Salzberg, 2009; Haberlin, Beauchamp, Agnew, & O’Brien, 2009; Pelletier, McNamara, Braga-Kenyon, & Ahearn, 2010). Training methods such as Behavioral Skills Training (BST) are highly intrusive and require high amounts of resources (e.g., Parsens, Rollyson, & Reid, 2012). Research suggests technological based alternatives are more cost effective, decreases training time and response effort from management, and increases distance learning opportunities and dissemination capabilities. The purpose of this study was to evaluate the use of a hierarchical training model that incorporated video modeling, video modeling+assessment, and BST to train behavior management strategies for direct-care staff working with adults with developmental disabilities. Subjects were exposed to the most cost effective training approach first (i.e., video model) and sequentially moved to more intrusive methods (i.e., video model+assessment, & BST) as needed. All subjects implemented behavior management strategies with fidelity after exposure to technological based training alternatives (i.e., video model, video mdoel+assessment).
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Polaha, Jodi, Karen Schetzina, and Katie Baker. "A Collaborative Practice Training Model for Pediatric Primary Care." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/ijhse/vol3/iss2/6.
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DeWinter, Edward A. "A Persistent Planning Model for EOD Training and Evaluation Unit Two." Thesis, Monterey, California. Naval Postgraduate School, 2012. http://hdl.handle.net/10945/17353.
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Approved for public release; distribution is unlimited<br>The Explosive Ordnance Disposal Training and Evaluation Unit TWO (EODTEU TWO) trains Explosive Ordnance and Disposal (EOD) and Mobile Diving and Salvage (MDS) companies and platoons prior to worldwide deployments. This thesis describes EODSKED, an optimization model designed to assist EODTEU TWO in scheduling platoons that optimizes the use of limited resources and maximizes training value. EODSKED produces an optimized schedule that respects a large number of manpower and materiel resource constraints, such a schedule is difficult to achieve with the current manual scheduling process. Schedule modifications are often required after a schedule has been published; therefore, EODSKED incorporates persistence constraints to generate new schedules that match existing schedules closely.
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Dolan, Claire Cummings. "Preparing employees for performance appraisal : an empirical analysis of a training model /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1986.
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Bendania, Ahmed. "Development and evaluation of a model for teaching comprehension in Algerian secondary schools." Thesis, University College London (University of London), 1988. http://discovery.ucl.ac.uk/10006548/.
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Hatch, Erin E. "Development and Evaluation of the Effective Coaching for Anxious Children (ECAC) Training Model." Antioch University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1375113901.
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Boulanger, Harper S. "Evaluation of the Primary Teachers' Resource Manual : A study of curriculum evaluation; the development of a curriculum evaluation model for use with the Primary Social Studies Teachers' Resource Manual in British Columbia, Canada." Thesis, University of Bradford, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.372171.
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Accurso, Jenilee F. "Training Pre-Service Teachers Key Components of the Response to Intervention Model: Effectiveness and Evaluation." The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1619199512062938.
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SMITH, DENNIS MICHAEL. "MEASURING TEACHER EFFECTIVENESS AS A RESULT OF INTENSIVE TRAINING IN THE ESSENTIAL ELEMENTS OF INSTRUCTION MODEL (MADELINE HUNTER, SUPERVISION, CLINICAL)." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188013.
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Problem. The purpose of this study was to assess the effectiveness of elementary school teachers who had received intensive training in the Essential Elements of Instruction model, a teaching methodology composed of specific teacher behaviors. Teacher effectiveness was measured by analyzing student achievement results in reading. Procedure. Elementary teachers at specified grade levels in two selected school districts were divided into two groups: Group A, teachers who had received training in the Essential Elements of Instruction, and Group B, teachers who had not received this training. In School District I, a student population of approximately two hundred and twenty-five students was selected as the treatment group and a student population of approximately two hundred and ten students was selected as the control group. In School District II, a student population of approximately one hundred and forty-five students was selected as the treatment group and a student population of approximately one hundred and forty students was selected as the control group. The Gates-MacGinitie Reading Test (Form A-E) was used as the post test measure of achievement for all students. This test was used to determine if a teacher's training in the Essential Elements of Instruction model would result in greater student achievement gains as measured by the selected reading test. Results. The analysis of variance treatment of the data indicated that there were significant differences between the reading scores of students whose teachers had received training in the Essential Elements of Instruction model and those students whose teachers did not receive this training. Thus, the data did allow for the rejection of null Hypothesis 1. The analysis of variance treatment of the data indicated that there were no interaction effects of teacher training and student reading achievement by the grade level of the student, the socioeconomic level of the student, or the interaction of student grade level and student socioeconomic level. Thus, the data did not allow for the rejection of null Hypothesis 2, null Hypothesis 3 and null Hypothesis 4.
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Yakin, Ilker. "The Design, Development And Evaluation Of An Electronic Performance Support System (epss) For The Crime Scene Investigation Unit." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12615307/index.pdf.
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The purpose of this study is to design, develop and evaluate an electronic performance support system (EPSS) for the crime scene investigation unit (CSI). For this purpose, a sequential explanatory strategy as a procedure of the mixed method design was used in analysis and evaluation of the EPSS. The research was composed of three main phases: analysis<br>design, development and implementation, and evaluation of the EPSS. In first phase composed of performance and cause analyses, the CSI Unit&rsquo<br>s existing information, and contributing causal performance factors based on Gilbert&rsquo<br>Behavior Engineering Model were explored. In performance analysis phase, official documentation of the CSI Unit was reviewed. As for cause analysis, the survey and focus group interviews were conducted to 1176 and 22 CSI officers, respectively. These data were analyzed using with both quantitative and qualitative methods to facilitate the selection of the most appropriate intervention and its components. Analyses results revealed that 14 basic influences grouped under the workplace and competency on human behavior impacted performance of the officers. Based on these results, an EPSS composed of intrinsic, extrinsic and external levels, and support components was designed and developed in the second phase. Having been implemented, the evaluation of the EPSS based on the Kirkpatrick&rsquo<br>Four Levels of Evaluation Model was conducted
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to determine the overall impact, perceived benefits, and effectiveness of the intervention in third phase. In this phase, a survey, interviews, computer logs and a checklist were used so as to assess the accomplishment of the EPSS. While the survey and the checklist were administered to the 191 officers and 2 experts from the field, the interviews were conducted with 12 officers. Evaluation results admitted that the CSI officers&rsquo<br>reactions were very positive to the EPSS. While, an intrinsic support made a major contribution to their productivity, establishing standardization would be perceived as the major impact of the EPSS. Lastly, increasing identity and simplifying criminal justice system were the two main impact factors on the society that the system would influence positively.
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Loman, Sheldon Lawrence 1977. "An evaluation of the efficacy of a practical functional behavioral assessment training model for personnel in schools." Thesis, University of Oregon, 2010. http://hdl.handle.net/1794/11147.
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xiv, 218 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.<br>The current study evaluated whether a manualized training in functional behavioral assessment (FBA) would result in typical school professionals being able to conduct a procedurally adequate FBA with a technically accurate summary statement for student behavior. Additionally, the study examined whether summary statements obtained by trained school staff were validated by formal functional analyses. The efficiency and social validity of the FBA training process was also investigated through use of an acceptability rating questionnaire and a log to document time expended by each participant.
Twelve school professionals participated in Practical FBA trainings that consisted of four 1-hour training sessions guided by a training manual. A post-test analysis of FBA knowledge content indicated that the trainees ended training with the knowledge and skill needed to conduct FBAs. Ten of the 12 professionals completed formal FBAs that were then submitted to validation via functional analysis. Results of the 10 functional analyses confirmed that all 10 school professionals accurately identified the antecedents and maintaining function of student behavior. All FBAs conducted by trained school professionals were considered procedurally adequate. The average time expended by participants in completing an FBA was under 2 hours. Participants also indicated high acceptability of the Practical FBA tools and procedures. This research study presented preliminary findings supporting the efficacy of an FBA training program for school personnel. Further implications, limitations, and directions for future research are presented.<br>Committee in charge: Robert Horner, Chairperson, Special Education and Clinical Sciences;
K Brigid Flannery, Member, Special Education and Clinical Sciences;
Richard Albin, Member, Special Education and Clinical Sciences;
Renee VanNorman, Member, Special Education and Clinical Sciences;
Jean Stockard, Outside Member, Planning Public Policy & Mgmt
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Wagner, Rita Schreyer. "Efficacy of self-instructional training in the management of test anxiety: A primary prevention model." W&M ScholarWorks, 1991. https://scholarworks.wm.edu/etd/1539618540.
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The purpose of this study was to evaluate the effectiveness of a program of self-instructional training, presented as part of the regular classroom guidance curriculum, in the reduction of test anxiety and improvement of test performance in third grade children.;The sample consisted of 88 third grade students enrolled in regular education in an elementary school. Intact classes were randomly assigned to treatment and control groups. A nonequivalent control group research design was used. Dependent variables were test anxiety, academic achievement, and test performance and were measured by the Test Anxiety Scale for Children, the Kaufman Test of Educational Achievement, and the Coding subtest of the WISC-R. Data was analyzed using an analysis of covariance (ANCOVA). Four null hypotheses provided the basis for testing whether or not there would be a significant difference (.05 level) between the treatment and control groups.;The results of this data analysis indicated that students in the experimental group achieved lower scores on the self-report test anxiety questionnaire than did students in the control group. The 4-week program of self-instructional training was effective in reducing test anxiety. In contrast, the treatment program was not effective on the variables of test performance and academic achievement.;Recommendations include using a larger sample across more grade levels, having the teachers present in the classroom during the self-instructional training, replication of the study with younger children, and follow-up testing to determine the stability of results over time.
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Tshukudu, Theophilus Tebetso. "A model for evaluating training and development initiatives in the Botswana public service." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/879.
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The purpose of this study was to develop an integrated model for evaluating training and development initiatives used by the Botswana public service. To achieve this goal, the following actions were taken: A literature study was conducted to identify the scope and impact of an effective training and development initiative and its evaluation; A literature study was conducted to identify strategies for evaluating training and development initiatives. The theoretical study focused on effective training and development strategies and their evaluation and critical organisational factors that contribute to successful training evaluation; The findings from the literature study were integrated into a model for evaluating training and development initiatives to be used by the Botswana public service; and This model was used as the basis for the development of a survey questionnaire to determine whether trainers, training managers and supervisors who were responsible for training and development in the public service agreed with the effective strategies for evaluating training and development developed in the study. The survey was conducted in ministries and departments in the south east district of Botswana, mainly in Gaborone, where ministries and government departments are located. The empirical results from the study showed that the majority of respondents’ training and development activities were not evaluated and that there is no link between training and development and performance management. In particular, disagreements were shown with regard to ten strategies and critical organisational factors. Evaluation of training and development in general, is an issue that organisations are challenged with on a daily basis. Lack of skills by trainers on how to evaluate training and development is one major contributing factor to this problem. An integrated and strategic approach towards the evaluation of training and development is required to effectively and constructively train and development employees according to strategic organisational goals, rather than according to individual trainee’s goals.
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Avrabos, Cheryl Lee. "An evaluation of Volkswagen of South Africa's graduate training programme to develop a model for achieving programme outcomes." Thesis, Nelson Mandela Metropolitan University, 2005. http://hdl.handle.net/10948/168.
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The purpose of this study was to develop a process model in order to meet outcomes of graduate training programmes, with specific relevance to Volkswagen of South Africa. To do this, VWSA’s Graduate Training Programme was assessed in terms of the approach currently used by VWSA to recruit, select and train graduate trainees. A literature study was conducted to reveal strategies for effectively training new recruits and the development of leadership competencies. Based on this study a model was developed to facilitate the graduate training programme process to achieve programme objectives. The study aimed at making a contribution to graduate training programmes by identifying key leadership competencies, as well as the training interventions which lead to the development of these competencies. It was found that the technical skills that the trainees acquire at their tertiary educational institutions are not sufficient in today’s workplace, thereby necessitating closer working relationships between these institutions and businesses so that needs can be shared, as well as more comprehensive training programmes being provided. The research methodology comprised the following steps: An analysis was made of VWSA’s current processes regarding recruitment, selection and training of their graduate trainees. iv An assessment of leadership competencies in terms of knowledge, skills and attitudes that contribute to successful performance was undertaken. Training interventions as a process was studied. An analysis was made as to what extent the existing training interventions for VWSA’s graduate programme achieve the desired programme outcomes by means of a research questionnaire circulated to mentors/coaches and graduate trainees within the organisation. A model was developed to serve as a holistic framework for the recruitment, selection and training of graduate trainees for all motor and related industries undertaking graduate training programmes. The above was achieved through a practical study and a literature study, making use of questionnaires, as well as relevant published, unpublished and electronic texts and studies. Conclusions were drawn and recommendations were made based on data established through theoretical research and data obtained from the questionnaires.
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Mahembe, Bright. "The development and empirical evaluation of an extended learning potential structural model." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86456.
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Thesis (PhD)--Stellenbosch University, 2014.<br>ENGLISH ABSTRACT: In South Africa, selection from a diverse population poses a formidable challenge. The challenge lies in subgroup difference in the performance criterion. Protected group members perform systematically lower on the criterion due to systematic, group-related differences in learning and job competency potential latent variables required to succeed in learning and on the job. These subgroup differences are attributable to the unequal development and distribution of intellectual capital across racial-ethnic subgroups due to systemic historical disadvantagement. This scenario has made it difficult for organisations in South Africa to meet equity targets when selecting applicants from a diverse group representative of the South African population, while at the same time maintaining production and efficiency targets. Therefore there is an urgent need for affirmative development. Ensuring that those admitted to affirmative development interventions successfully develop the job competency potential and job competencies required to succeed on the job requires that the appropriate people are selected into these interventions. Selection into affirmative development opportunities represents an attempt to improve the level of Learning performance during evaluation of learners admitted to affirmative development opportunities. A valid understanding of the identity of the determinants of learning performance in conjunction with a valid understanding of how they combine to determine the level of learning performance achieved should allow the valid prediction of Learning performance during evaluation.
The primary objective of the present study was to integrate and elaborate the De Goede (2007) and the Burger (2012) learning potential models in a manner that circumvents the problems and shortcomings of these models by developing an extended explanatory learning performance structural model that explicates additional cognitive and non-cognitive learning competency potential latent variables that affect learning performance and that describes the manner in which these latent variables combine to affect learning performance.
A total of 213 participants took part in the study. The sample was predominantly made up of students from previously disadvantaged groups on the extended degree programme of a university in the Western Cape Province of South Africa. The proposed De Goede – Burger – Mahembe Learning Potential Structural Model was tested via structural equation modeling after performing item and dimensional analyses. Item and dimensional analyses were performed to identify poor items and ensure uni-dimensionality. Uni-dimensionality is a requirement for item parcel creation. Item parcels were used due to sample size restrictions.
The fit of the measurement and structural models can generally be regarded as reasonable and both models showed close fit. Significant relationships were found between: Information processing capacity and Learning Performance during evaluation; Self-leadership and Motivation to learn; Motivation to learn and Time-engaged-on-task; Self efficacy and Self-leadership; Knowledge about cognition and Regulation of cognition; Regulation of cognition and Time-cognitively-engaged; Learning goal orientation and Motivation to learn; Openness to experience and Learning goal orientation. Support was not found for the relationships between Conscientiousness and Time-cognitively-engaged, as well as between Time-cognitively-engaged and Learning performance. The hypothesised moderating effect of Prior learning on the relationship between Abstract reasoning capacity and Learning performance during evaluation was not supported. The statistical power of the test of close fit for the comprehensive LISREL model was examined. The discriminant validity of the item parcels were ascertained. The limitations of the research and suggestions for future studies have been highlighted. The results of the present study provide some important insights for educators and training and development specialists on how to identify potential students and talent for affirmative development in organisations in South Africa.
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Newman, Carol A. "Interim Evaluation of the UNT/Dallas Public Schools Leadership Development Program: A Working Model." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4497/.
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The purpose of this study was to determine if, after one year of operation, the UNT/Dallas Public Schools Leadership Development Program was progressing in accordance with the goals set out for the program. Questionnaires administered to 26 interns and 10 mentor principals and follow-up focus group interview sessions provided answers to the study's five research questions that explored the following: selection process; how interns' involvement in campus-based decision-making had changed; how mentor principals' perceptions toward interns had changed; and how administrative interns' perceptions of themselves and educational administration had changed. Findings from this study revealed the selection process provided the Dallas Public Schools an opportunity to select teacher-leaders from the district and to include a representative number of minority and women candidates for participation in the program. An area of weakness was seven interns with low GRE scores were admitted through an appeals process at the university. Another weakness revealed the majority of interns had been assigned more duties and responsibilities at the schools, but only 4 of 26 interns were being allowed to participate in any campus-based decision-making processes that could have an impact on school improvements. The study found the role of the mentor principal to be the most important factor in determining the satisfaction and success of the interns in the program. The embedded internship proved to be a disadvantage for the interns and principals, as the majority reported not having enough time to spend on administrative activities. Interns reported growth in personal and professional maturity and gained knowledge about the world of educational leadership. All 26 interns expressed the desire to become administrators in Dallas Public Schools upon completion of the program. Further research should include comparison studies between graduates of restructured programs and graduates of traditional programs to determine if there is a difference in school improvements and student achievement based upon the nature of the training of the school leader.
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Hixson, Larry E. "An evaluation of a staff assessment model to improve teacher effectiveness utilizing the Stallings Intervention Technique." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/82624.
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This study will evaluate the effectiveness of a teacher performance assessment model. Teacher performance is a timely subject and very much of interest to educators, policy makers and the general public. The Stallings Observation Instrument (SOI) will be utilized to assess the performance of teachers. It has not been studied to date in that context.
The design of this study will be experimental research. A total of sixteen (16) vocational teachers will be observed by certified coders using the Stallings method. Eight (8) vocational teachers will serve as the control group. After the initial observation, eight (8) vocational teachers will receive a developmental treatment and a second observation will be conducted. An analysis of covariance will be utilized to provide an analysis of the data and a comparison of the performance of the groups. The results of the study will provide data and data interpretation on the effect of the Stallings Observation Instrument (SOI) on the teacher performance assessed.<br>Ed. D.
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Forde, Hugh Anthony. "Evaluation of a stress inoculation training program at an Ohio male correctional institution." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1117557647.
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Thesis (Ph.D.)--Ohio State University, 2005.<br>Title from first page of PDF file. Document formatted into pages; contains ix, 129 p.; also includes graphics. Includes bibliographical references (p. 120-129). Available online via OhioLINK's ETD Center
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Aljanazrah, Ahmad M. [Verfasser]. "Development, implementation and evaluation of a new chemistry teacher in-service training model based on Blended Learning / Ahmad M Aljanazrah." Aachen : Shaker, 2006. http://d-nb.info/1186585595/34.
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Chang, Samuel Fu-Min. "A development and evaluation of the new pastoral structure and lay person training model among the Taiwan cell group church." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.
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Siebecke, Maria, and Tor Arvidson. "IBM Model 4 Alignment Comparison : An evaluation of how the size of training data affects the interpretation accuracy and training time for two alignment models that translates natural language." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-187744.
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In modern society the amount of information processed by computers is increasing everyday. Computer translation has the potential to speed up communication between humans as well as human-computer interactions. For Statistical Machine Translation word alignment is key. How large does a corpus need to be to align a natural language sentence with a simple unambiguous language? We investigate this matter by running a simple algorithm and comparing it to the results we get from an industry equivalent. The results show that the size of the corpus needs to be larger for the simplified model when there is a greater number of words per sentence. The IBM Model 4 conversely shows that the more words per sentence decrease the necessary size of the corpus to make better predictions.Thus we can conclude that corpus size is dependant on the number of terms in each sentence for both models.<br>I vårat moderna samhälle bearbetas mer information för varje dag. Datoriserad översättning har potentialen att öka hastigheten utav kommunikationen mellan människor emellan samt människa-datorinteraktion. För Statistical Machine Translation så är word alignment en stor del. Hur stor måste en korpus vara för att man med stor sannolikhet lyckats att korrekt översätta meningar från ett naturligt språk med ett simpelt entydigtspråk?Vi testar detta genom att jämföra en simpel algorithm med en algoritm som används inom industrin. I resultaten ser vi att ju mer ord som finns i meningen som ska översättas, ju större måste korpusen vara. Med IBM Model 4 ser vi att resultaten blir bättre med ju fler ord per mening och därför kan korpusstorleken minskas. Vår slutsats är att korpus storleken beror på mängden aritmetiska termer för båda modellerna.
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Chen, Chun-Fu. "A case study in the evaluation of English training courses using a version of the CIPP model as an evaluative tool." Thesis, Durham University, 2009. http://etheses.dur.ac.uk/2912/.
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This thesis presents an evaluative case study of the 20 English training courses offered in the Applied English Department (AED) of an Institute, given the pseudonym W.G, in southern Taiwan. No evaluation had been done since the AED had been set up and using Stufflebeam’s CIPP (Context, Input, Process and Product) evaluation model this research was carried out. The purpose of the research was to attempt, through the gathering of qualitative data from a variety of sources and using a variety of research instruments, an evaluation of the 20 English training courses which were designed for and taken by students who hoped, mainly, to become children's English language teachers. The courses were examined through four key components, namely, "course aims and objectives", "course contents and materials", "course conduct and teaching-learning process" and "assessment and student performance". Data were gathered through questionnaires, interviews and the review of existing documents and was obtained from current students, directors of the AED, instructors, alumni and employers of alumni. The resultant data served to present a comprehensive overview of the AED and the 20 English training courses and furnished evidence sufficient to allow for a number of recommendations for improvement and change to emerge. Fundamentally it is not clear that there is sufficient congruence of students needs and the courses offered. It emerged that the AED would probably benefit from a refocusing of student needs, a review of AED structures and governance, uniform syllabus design and presentation, a review of student feedback on instructor performance and a number of fundamental adjustments to the courses, in particular, their content, teaching methodology and assessment. Overall the AED had many positive aspects all of which could be built on and added to as the results of the data suggested. It emerged that the CIPP evaluation model has, in the educational context, a lot to commend it and this has been illustrated in this research. If followed carefully it covers all aspects and features of a program and provides a methodical, all-embracing design which can produce useful material for exploration and adoption if appropriate. It is in most cases a positive program enhancing exercise designed to develop rather than close existing programs.
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Bascombe, Nekeisha G. "Assessing Training Impact: Exploring Perspectives on Leadership Training in Healthcare through a Multi-frame Lens." Diss., NSUWorks, 2018. https://nsuworks.nova.edu/shss_dcar_etd/104.
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A major concern for most leadership development teams is aligning training and development goals to desired outcomes, especially when looking at overall costs to plan and implement effective training programs. Leadership training in healthcare is increasing due to the complexity of duties and the need to deal with conflicting situations on a regular basis. This study explored whether goals and assessment instruments identified and applied by program development managers were adequate to reflect a multi-frame perspective, and whether participant feedback articulates benefits encompassing multiple frames. Four main questions were used in the study: “What potential benefits do leadership development staff who select, design, and evaluate training articulate; and do they capture a multi-frame perspective? How do the goals of the program development managers align with the assessment of evaluation instruments, and do the assessments reflect a multi-frame perspective? How does the perception of training benefits align with leadership development goals and multi-frame perspective? What effect does training in competencies such as, problem-solving, conflict management, and effective communication have on leaders in healthcare?” To highlight a potential link between behavior, change and organizations; Social Cognitive, Human Needs, and Systems Theories were utilized. A mixed-method design applying Interpretative Phenomenological Analysis and Descriptive Statistics was used. Results of the study indicate that the goals identified by leadership development do align with trainees outcomes in terms of: serving as a support mechanism to ensure effective team-building; facilitating growth towards promotion through education and effective feedback; and enhancing leadership core competencies such as, emotional intelligence, conflict management and communication skills.
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Fair, Andrew George. "An evaluation of a model of teacher professional development in a science and mathematics intervention programme for teachers and learners." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97135.
Full textAbstract:
Thesis (MEd)--Stellenbosch University, 2015.<br>ENGLISH ABSTRACT: South Africa is in the midst of a mathematics and science education crisis that challenges all key role-players. The Institute for Mathematics and Science Teaching at the University of Stellenbosch (IMSTUS), was involved in several university-school partnership (systemic intervention) projects that sought to provide continuing professional development to mathematics and science teachers and to help them make a greater impact on the learners that they teach. One of these intervention projects was the Sciences and Mathematics Initiative for Learners and EducatorS (SMILES) that targeted mathematics and science teachers and learners in under-resourced schools in the Western Cape.
The effects of an intervention aimed at supporting and enhancing teacher professional development will only be seen in the learners once teachers have accepted and mastered the pedagogies proposed. Professional development that does not “enthuse, support, train and renew, and encourage” will probably fail. When considering this, the question that must be asked is whether the SMILES project was in fact enthusing, supporting, training, renewing and encouraging. The purposes and aims of the SMILES project with specific reference to professional development of science teachers were to enhance teachers’ pedagogical content knowledge and address the critical issues confronting science education of which three are: constructivist teaching, understanding the nature of science, and scientific argumentation. The characteristics of effective professional development, the core features of professional development and the theoretical constructs to evaluate professional development of teachers were used in this study to evaluate the effectiveness of the model used in the SMILES project.
A concurrent version of the mixed method approach was adopted for the collection and analysis of the data. Although causality is always difficult to prove in a school setting because of the many variables that affect student performance, improved student achievement is the ultimate litmus test for teacher professional development effectiveness. Analysis of the National Senior Certificate results of the project schools compared with the National and Provincial results indicated that the project schools on the whole fared better than the National results. The project schools outperformed the national and provincial results for Life Sciences in 2011, 2012 and 2013 by at least four percentage points. The highest result achieved was 85,5% in 2011. In 2012 and 2013 these results were 82,7% and 83,0% respectively. In Physical Sciences the project schools started with results below that achieved nationally (34,7%) and then ended up with a pass percentage within half a percentage point of the provincial result (72,1%). The Mathematics results were not as positive. The project schools started by achieving a 63,4% pass rate and ended with a percentage pass rate of 63,3% having initially taking a dip down to 51,3%. At the end of the intervention the Mathematics results were better than the national results but were 10% lower than the Provincial average.
Although it is difficult to pin down the results solely to the effects of the intervention, the comparison with provincial and national results reasonably controls for most of the extraneous variables including variations in enrolments in these subjects. On the affective side it is almost certain that the attitude of the learners and the teachers toward their respective subjects improved during the tenure of the project. This could have had a positive effect on the National Senior Certificate results achieved by the project schools.<br>AFRIKAANSE OPSOMMING: Suid-Afrika is midde in 'n wiskunde en wetenskap onderwyskrisis wat alle sleutelrolspelers uitdaag. Die Instituut vir Wiskunde en Wetenskaponderwys aan die Universiteit van Stellenbosch (IWWOUS), was betrokke by verskeie universiteit-skool vennootskapsprojekte (sistemiese intervensie) wat gepoog het om voortgesette professionele ontwikkeling te bied aan wiskunde en wetenskap onderwysers en hulle te help om 'n groter impak op die leerders wat hulle onderrig, te maak. Een van hierdie intervensie-projekte was die Wetenskappe en Wiskunde-inisiatief vir leerders en opvoeders (SMILES) wat wiskunde en wetenskap onderwysers en leerders, in hulpbronarm skole in die Wes-Kaap, geteiken het.
Die impak van 'n intervensie wat daarop gemik is om onderwyser professionele ontwikkeling te ondersteun en bevorder, sal eers in die leerders waargeneem kan word, wanneer onderwysers die voorgestelde pedagogieë aanvaar en bemeester. Professionele ontwikkeling wat nie "begeester, ondersteun, oplei en vernuwe asook aanmoedig” nie, sal waarskynlik misluk. Hierdie stelling in ag genome, is die vraag wat gevra moet word, of die SMILES-projek werklik onderwysers begeester, ondersteun, opgelei, vernuwe en aangemoedig het. Die doelstellings en doelwitte van die SMILES projek, met spesifieke verwysing na die professionele ontwikkeling van Wetenskap-onderwysers, was om onderwysers se pedagogiese inhoudelike kennis te versterk en om kritieke kwessies waarmee wetenskap-onderwys gekonfronteer word, aan te spreek. Drie van hierdie kwessies is, konstruktivistiese onderrig, begrip van die aard van wetenskap en wetenskaplike argumentering. Die eienskappe van effektiewe professionele ontwikkeling, die kern kenmerke van die professionele ontwikkeling en die teoretiese konstrukte om professionele ontwikkeling van onderwysers te evalueer, is in hierdie studie gebruik om die doeltreffendheid van die model wat in die SMILES-projek gevolg is, te evalueer.
'n Gelyklopend gemengde-metode benadering is gevolg vir die insameling en ontleding van die data. Hoewel oorsaaklikheid altyd moeilik is om in 'n skoolopset te bewys, as gevolg van die baie veranderlikes wat studente se prestasie beïnvloed, is verbeterde studente prestasie die uiteindelike lakmoestoets vir doeltreffendheid van professionele onderwyser-ontwikkeling. Ontleding van die Nasionale Senior Sertifikaat-uitslae van die projek-skole, in vergelyking met die nasionale en provinsiale resultate, dui daarop dat die projek-skole oor die algemeen beter gevaar het as die nasionale uitslae. Die projek-skole het die nasionale en provinsiale skole se resultate vir Lewenswetenskappe in 2011, 2012 en 2013 met ten minste vier persentasie punte oortref. Die hoogste resultaat behaal was 85,5% in 2011. In 2012 en 2013 was hierdie uitslae onderskeidelik 82,7% en 83,0%. In Fisiese Wetenskappe het die projek-skole met resultate onder wat nasionaal behaal was (34,7%) begin, en geëindig met ʼn uiteindelike slaagpersentasie binne 'n halwe persentasiepunt van die provinsiale resultate (72,1%). Die wiskunde-uitslae was nie so positief nie. Die projek-skole het begin met 'n 63,4% slaagsyfer en geëindig met 'n slaagpersentasie van 63,3% na ʼn aanvanklike insinking na 51,3%. Aan die einde van die intervensie was hul Wiskunde-resultate beter as die nasionale resultate, maar 10% laer as die provinsiale gemiddelde.
Alhoewel dit moeilik is om die resultate slegs vas te pen aan die gevolg van die intervensie, dien die vergelyking met provinsiale en nasionale resultate as redelike kontroles vir meeste van die eksterne veranderlikes insluitend variasies in inskrywings in hierdie vakke. Op die affektiewe vlak is dit byna seker dat die gesindheid van die leerders en die onderwysers ten opsigte van hul onderskeie vakke verbeter het tydens die projek. Dit kon moontlik 'n positiewe uitwerking op die projek-skole se Nasionale Senior Sertifikaat resultate gehad het.
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Davis, Elizabeth C. "Development of an Outcome Measure for Use in Psychology Training Clinics." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984154/.
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The ability to monitor client change in psychotherapy over time is vital to quality assurance in service delivery as well as the continuing improvement of psychotherapy research. Unfortunately, there is not currently a comprehensive, affordable, and easily utilized outcome measure for psychotherapy specifically normed and standardized for use in psychology training clinics. The current study took the first steps in creating such an outcome measure. Following development of an item bank, factor analysis and item-response theory analyses were applied to data gathered from a stratified sample of university (n = 101) and community (n = 261) participants. The factor structure did not support a phase model conceptualization, but did reveal a structure consistent with the theoretical framework of the research domain criteria (RDoC). Suggestions for next steps in the measure development process are provided and implications discussed.
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Darby, Phillip. "The assessment of driver and manager training in the context of work-related road safety interventions." Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/20900.
Full textAbstract:
Vehicles being driven for work purposes represent a large proportion of road collision and deaths in the workplace. These observations mean that people driving for work can impose a large burden on organisations and on society. In addition, previous studies identified a fleet driver effect for which there was greater collision risk for those who drive for work compared to the general driving population, even after controlling for exposure. This accentuates the need for both organisational and government policy makers to take steps to reduce the impact of these collisions. No single intervention has been found to solve issues around work-related road safety therefore a range of initiatives have been directed towards the risks associated with drivers, vehicles, journeys and organisations. Many of the interventions, however, lack robust evidence to support their use. The aim of this thesis is to assess organisational interventions to improve work-related road safety by using econometric models on real-world data. The data represents driving claims made between 2005 and 2012 by employees of a large UK company, with a fleet of approximately 35,000 vehicles. The drivers were employed in a variety of roles such as working in technical positions at customer sites or making sales visits. The company has applied a range of strategies to road safety resulting in annual claim reductions of 7.7% compared to only a 4.5% reduction in collisions nationally. The company s data are used to undertake three studies which focused on driver training, manager training and claim segmentation. Statistical models were employed to investigate the effect of two different driver training courses on the frequency of claims while controlling for other factors. The results indicated that driver training courses significantly reduced both the total number of claims and the claim types targeted by the training. The impacts of the interventions were also adjusted for the effects of non-random driver selection and other safety improvements initiated by the company or other agencies. An important finding of this work was that randomly inflated pre-training events accounted for between a third and a quarter of the observed reduction in claims following training. The second study evaluated the impact of management training on claims using multilevel models which allowed for correlation between observations. The study could not confirm that this training was an effective safety intervention. This null result provides an incentive to re-evaluate the implementation of the scheme. The final study identified homogeneous claim segments using statistical models and the impact of training was evaluated on these segments. Such claims were estimated to be reduced by between 32% to 55% following existing driver training courses. This thesis has helped close important gaps and contributed to knowledge in terms of both intervention methodology and the understanding of the effectiveness of work-related road safety interventions. The results, which are already being applied in the case study organisation, demonstrated that training employees in either safe and fuel efficient driving, or low speed manoeuvring, reduced vehicle insurance claims. Further work is necessary to verify the safety value of manager training including gathering detailed information on interactions between managers and drivers.
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Skelton, Evan Ann. "Acquisition of a Social Problem Solving Method by Caregivers in the Foster Care System: Evaluation and Implications." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5127.
Full textAbstract:
All youth are faced with many social issues and problems on a daily basis, and youth in foster care are often less equipped than their peers to make good decisions for themselves. The SODAS problem solving method is a component of the Transition to Independence Process (TIP) model and is intended for personnel to use with youth to help them make better decisions when faced with difficult situations. The SODAS method is designed to guide youth through a problem solving method for a current situation, and over time to acquire improved problem solving skills. Three caregivers at a group facility for youth in foster care were trained in the use of the SODAS method using Behavioral Skills Training (BST) and were evaluated by the researchers in their use of SODAS in simulated role plays with the researchers and with youth participants to test for generalization of the SODAS method to novel situations. Results showed substantial improvement of caregiver application of the steps on the SODAS method from baseline to the post-training condition when researchers simulated the youth's role. Results also showed that caregiver proficiency generalized to novel situations presented by youth participants during their role play probes.
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Carlson, Megan L. "Using HAZUS-MH flood model as a floodplain management tool: Evaluation of river engineering effects on flood losses for the Middle Mississippi River." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/theses/322.
Full textAbstract:
By combining FEMA's HAZUS-MH (Hazards U.S. Multi-Hazard) flood-loss estimation software and the HEC-RAS hydraulic modeling package, this study was able to quantify potential beneficial and adverse impacts of flood-control and navigational structures along the Middle Mississippi River (MMR; between Mississippi-Missouri River confluence and Thebes, IL). The goal of this investigation was to assess changes in water-surface elevations and associated flood losses to: 1) quantify the potential exposure of flooding under different flood-control configurations along the Middle Mississippi River (MMR), and 2) assess the relative contributions of various engineered structures and flood-loss strategies to potential flood losses. Assessment of the impact of engineering structures was accomplished by modeling five scenarios for the 100- and 500- year floods: 1) current MMR levee configuration (levee protecting for ≤50-year flood); 2) removal of all flood-control structures on the MMR; 3) increasing the height of levees and floodwalls in metropolitan St. Louis to protect urban areas to the 500-year flood level while simultaneously removing all agricultural levees downstream; 4A) a less engineered MMR channel and floodplain with fewer flood control and navigation structures, simulating conditions from 65 years ago (1942-1947) with 1940's levees; and 4B) a less engineered MMR channel and floodplain with fewer flood control and navigation structures, simulating conditions from 65 years ago (1942-1947) with current levee configuration. Comparison of scenarios 2 and 3 relative to scenario 1 allows for quantitative assessment of the flood-control structures on stages and flood losses. Results from scenario 2 revealed that removing all levees along the MMR reduces the average stages from 2.2 m (100-year) to 2.5 m (500-year, but also increased economic and social impacts relative to scenario 1. Scenario 3 revealed that removing agricultural levees downstream of St. Louis on the MMR decreased stages by 1.4 m (100- and 500-year); however, flood losses for the 100-year flood were increased. Flood losses for the 500-year flood were decreased relative to scenario 1. These results suggest that agricultural levees along the MMR protect against medium size floods (50- or 100-year flood) but cause more damage than they prevent during large floods such as the 500-year flood. Comparison of scenarios 4A and 4B relative to scenario 1 allows for a quantitative assessment of river engineering structures and modern buildings constructed over the last 65 years. In scenarios 4A and 4B, a less engineered river decreased stages by 1.2 m (for the 100-year flood) relative to scenario 1. In scenario 4A, the 1940's levees expose modern buildings in the floodplain to flooding, causing economic building losses to increase; however, in scenario 4B, current levee configuration protects modern buildings in the floodplain from flooding causing, economic building losses to decrease. If the current flood-control structures were not built, it is likely that the land in the floodplain for scenarios 4A and 4B would not be developed and the land used would be more flood-tolerant. Sensitivity analyses were run to assess the impact of using the default HAZUS-MH national-level data; this was done by comparing results produced by using aggregate analysis (coarse data) versus results using UDF analysis (detailed data). The aggregate analysis estimated 51% fewer buildings damaged than the UDF analysis. Conversely, the aggregate analysis increased the economic building losses by 51% relative to the UDF analysis. Although collecting local data for a study is not always feasible, the large differences documented here need to be considered when discussing HAZUS-MH results. Overall, this project shows implications for historic and future flood-control and navigational structure projects on the MMR and other rivers. It also emphasizes the importance of studying the impact future engineering structures will have on water-surface elevations and flood losses before implementing them.
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CHEN, PENG-HSI, and 陳芃希. "Exploring Training Motivation and Training Effectiveness by Kirkpatrick Evaluation Model." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/4pb9p8.
Full textAbstract:
碩士<br>國立臺中教育大學<br>文化創意產業設計與營運學系事業經營管理碩士班<br>106<br>In this era of rapid change, instructional models are evolving. Teachers must continually advance their knowledge. Simultaneously acquisition of knowledge from other fields and development of professional competence may help teachers improve and revitalize the overall education environment. In this case, digital technology has turn into a necessary teaching skill of teachers for the new generation. Professional training can be conducted online and face-to-face. Online training enables teachers to increase technological knowledge and sustain professional growth. Face-to-face classroom training enhances technological knowledge and enables teachers to apply technology to instructional activities, which leads to improvement in schools, instructional activities, and the teachers’ professional competence. To explore teachers’ motivations for participating in professional training, this study has theorized on technological pedagogical content knowledge (TPACK) and Kirkpatrick evaluation model to identify training needs and motivation among 244 secondary school teachers who participated in the professional training for information communication technology competence. The research result shows the teachers’ self-efficacy and sense of peer support have positive influence on training motivation resulting in greater training effectiveness. The teachers’ TPACK has positive influence to enhance training effectiveness. Nonetheless, their self-efficacy has no direct impact on the training effectiveness. More discussion and instructional implication are provided.
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Oliveira, Ana Maria Barros de. "Training effectiveness evaluation model for occupational health and safety interventions." Master's thesis, 2015. http://hdl.handle.net/10071/11276.
Full textAbstract:
Organizational training is one of the most promulgated methods to generate organizational
productivity and enhance employee well-being. However, evaluation of the effectiveness of
the organizational training programs is usually a missing step in most companies. In response,
this work presents an in-company project that explores how a training program regarding
health and safety issues for a Portuguese aircraft company is developed and implemented.
Then I discuss how the Kirkpatrick’s four level model (2005, 2006) could be used to improve
the effectiveness of the above mentioned training intervention and its evaluation in a self
perfecting cycle, considering the effectiveness evaluation format that is currently being
applied at the company. In particular, suggestions for improvement are proposed regarding a
more adequate application of the Kirkpatrick’s four level model and other recommendations
pertaining to; a) needs analysis evaluation; b) improvements regarding the training design and
delivery/ implementation process; and c) better match between the skill or task and the
training delivery method. It is suggested that, by following the present proposal’s guidelines,
the current format of training effective evaluation can evolve to a richer and more detailed
format that generates more information, which in turn expands the process evaluation/
monitorization capacity, and thus can serve to operate in a self improving cycle. Further
discussion about other variables at play is presented, as well as present work limitations and
recommendations for future research.<br>A formação organizacional é um dos métodos mais difundidos para gerar produtividade
organizacional, bem como para aumentar o bem-estar dos colaboradores. Apesar deste facto,
verifica-se que a maior parte das empresas não concretiza a avaliação da eficácia dos
programas de formação. Deste modo, apresenta-se um “in-company project” que explora a
forma como um programa de formação em SST é desenvolvido e implementado numa
companhia de aviação Portuguesa. Depois desta análise, tendo em consideração o formato de
avaliação da eficácia utilizado pela empresa, eu discuto como é que o modelo dos quatro
níveis de D. Kirkpatrick (2005, 2006) pode ser usado para melhorar a eficácia do programa de
formação mencionado anteriormente, bem como a sua avaliação, num ciclo que está
concebido para se ir auto-aperfeiçoando de forma contínua. Em particular, são propostas
sugestões de melhoria tendo em consideração uma correcta aplicação do modelo dos quatro
níveis de D. Kirkpatrick e outras recomendações relativas a; a) levantamento das necessidades
de formação; b) melhorias relativas aos processos de concepção e implementação do
programa de formação; e c) uma correcta articulação entre a competência/ tarefa ensinada e o
método de formação implementado. Sugere-se que, seguindo estas recomendações, o formato
actual de avaliação da eficácia da formação possa evoluir para um modelo mais rico e
detalhado, gerador de mais informação, que, por sua vez, expande a capacidade de avaliação/
monitorização num ciclo auto-aperfeiçoante. Outras variáveis serão discutidas, bem como as
limitações da presente proposta e recomendações para investigações futuras.