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Grugulis, C. Irena. "Skill, training and human resource development." Palgrave Macmillan, 2006. http://hdl.handle.net/10454/3736.
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No<br>Taking a critical perspective, Skill, Training and Human Resource Development focuses on the way people are developed at work; the skills that are encouraged, the way they are controlled and the implications they have for people. It draws on a wide range of research and covers an array of organizational practices.
Preface
Acknowledgements
Human Resource Development
Skills at Work
International Comparisons: Skills and Employment Systems
Vocational Education and Training in Britain
New Skills for Old? The Changing Nature of Skill
Emotions and Aesthetics for Work and Labour: The Pleasures and Pains of the Changing Nature of Work
Managing Culture
Management and Leadership Development
Knowledge Work and Knowledgeable Workers
Developments and Developing in the New Economy
References
Index
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Doyle, Katherine Jane. "The relationship of age, empathy skill training and cognitive development to nursing students' empathic communication skills." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28212.
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The interactive skill of empathy is essential to the practice of nursing. The British Columbia Institute of Technology General Nursing Diploma Program has implemented an interactive skills training program that includes the skill of empathy in order to assist nursing students to acquire this skill. The purpose of this study was to investigate the relationships between the interactive skill of empathy and the developmental variables of level of cognitive development and age and the educational variables of empathy skill training and number of years of post-secondary education in nursing students.
Developmentally, the ability most relevant to the cognitive component of empathy is perspective and role-taking which is facilitated by the development of formal operational thinking. The constraints on the development of formal operational thinking consequently are constraints on the development of the cognitive component of empathy. It is this cognitive empathic ability, however, that is considered crucial to nursing. The question therefore arises: To what degree do the cognitive constraints evident in nursing students inhibit or impede their development of empathic interactive skills.
Data were collected from two groups of nursing students, one that had experienced the empathy training and the other that had not. The variables of empathic interactive skill and level of cognitive development were measured with Carkhuff's Empathic Understanding in Interpersonal Processes Scale and the Arlin Test of Formal Reasoning respectively. Data on age and number of years of post-secondary education were collected with a Biographical Data Sheet. Hierarchical multiple regression analysis was used to investigate the linear relationship of age, empathy skill training, and cognitive level to the subjects' empathic interactive skill. Two nonparametric tests of chi square were used to examine the degree of independence between empathic interactive skill and the variables of number of years of post-secondary education and the cognitive ability to coordinate multiple frames of reference.
The findings of this study indicate that there is a significant linear relationship between empathic interactive skill and empathy skill training. Training accounted for the greatest proportion of variance in empathy scores after age had been removed (53%), F (3, 50) = 30.64, p<.00001. Chi square analysis found that empathic interactive skill was shown to be independent of number of years of post-secondary education and the cognitive ability to coordinate multiple frames of reference. It is recommended that the empathy skill training program be continued with the following suggestions. The contextual, process nature of interaction needs to be emphasized including the constraints and realities of nursing practice that generally are not operating in the counselling paradigm from which the skills program is adopted. Subsequently, more emphasis is required on the facilitative skills, including basic empathy rather than the challenging skills. It is suggested that on-going seminars for faculty to clarify the value and practice of empathy plus a team teaching approach would improve the quality of supervision students receive. Suggestions are made for further research.<br>Education, Faculty of<br>Educational and Counselling Psychology, and Special Education (ECPS), Department of<br>Graduate
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Georgiadou, Polyxeni. "Novice counsellor's skill development : an investigation of weeping events." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=82881.
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Using session events from nine dyads (counsellors-in-training and their clients), the present study examined how counsellors-in-training react to client weeping events. Trainees' reactions were observed across three different phases of psychotherapy (early, middle, and late) in order to investigate whether there were important changes in counsellors' reactions across time. Two studies---using distinct but complementary methodological perspectives---were employed for this investigation.<br>Results from the first, quantitative analysis indicated that, during weeping events, trainees adopted a mainly warm and empathic attitude towards their clients. To a lesser degree, they adopted an exploratory stance by working with clients' thoughts, feelings, and behaviours. Finally, they demonstrated almost no negative attitudes that would be characterized by a defensive or judgmental style. A further important finding from this analysis was that therapist attitudes and behaviours did not significantly change across the three phases of psychotherapy.<br>A finer-grained, qualitative examination using discovery-oriented methodology indicated that changes in trainees' behaviours and attitudes over time were discernible. Therapists became more focused on the present, learned to balance their focus on clients' cognitions as well as emotions, and used a variety of interventions to do so. Throughout all three phases, they were found to adopt an empathic and accepting attitude towards their clients. Trainees were also found to become more active and solution-oriented in the last phase of therapy. In terms of the quality of trainees' tasks, some commonalities were found between tasks judged positively and negatively regardless of time, however, no clear pattern of quality of tasks was found across the three phases.
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Whaley, Christopher J. "Development of search/detection skill as a function of component versus total task training." Thesis, Georgia Institute of Technology, 1990. http://hdl.handle.net/1853/28966.
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Young, Tabitha. "THE EFFECT OF BRIEF TRAINING IN MOTIVATIONAL INTERVIEWING ON CLIENT OUTCOMES AND TRAINEE SKILL DEVELOPMENT." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3655.
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Motivational Interviewing (MI) is an evidence-based practice that focuses on working through client ambivalence and increasing clients motivation to change. The purposes of this study were to investigate the effect that a unique student-based training in MI had on counselor trainees ability to perform MI, and on client outcomes. This training program consisted of one initial four-hour training session, two hours of follow-up supervision, and formal feedback via MITI 3.0 scores. Counselor-trainee skill was assessed via the MI Knowledge Questionnaire, the Helping Responses questionnaire, and the Motivational Interviewing Treatment Integrity code 3.0. In addition, the following instruments were used to assess client outcomes ; attendance via observation assessments, the Session Summary, the Outcome Questionnaire-45.2, and the Client Satisfaction Questionnaire. The sample consisted of 43 graduate-level counselor trainees in their first or second semesters of practicum and 81 adult clients being seen in a university-based graduate student-training counseling clinic. Participants were purposefully assigned to either a treatment or control group. The counselor trainees in the treatment group received the unique training program, follow-up supervision, and feedback whereas the participants in the control group received a four-hour orientation to the student-training counseling clinic. There were four primary hypotheses proposed for analysis within this study (a) How does a brief training in Motivational Interviewing given to counselor trainees affect their ability to accurately perform MI?, (b) How does a brief training in Motivational Interviewing given to counselor trainees affect client functioning?, (c) How does a brief training in Motivational Interviewing given to counselor trainees affect client adherence?, and (d) How does a brief training in Motivational Interviewing given to counselor trainees affect client satisfaction with treatment? The statistical analysis of these variables yielded significant findings. Specifically, counselor-trainee skill in MI significantly improved in the treatment group as compared to the control group as assessed by the MITI with regard to the following variables: evocation, collaboration, autonomy/support, empathy, direction, MI non-adherent giving information, closed questions, simple reflections, complex reflections, total reflections, global scores, ratio of open questions, ratio of reflections, and ratio of MI adherent behavior. In addition, analysis revealed significant between group differences with client attendance. Specifically, between group-differences suggested that clients in the MI treatment group attended more sessions, missed fewer sessions, and completed therapy more frequently than clients in the control group. Detailed procedures and results as well as implications for the counseling profession and future research are explored within this study.<br>Ph.D.<br>Department of Child, Family and Community Sciences<br>Education<br>Education PhD
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Sirimanna, Pramudith Vishwantha. "Development of an Evidence-Based Training Curriculum and Assessment Tool for Laparoscopic Appendicectomy Surgery." Thesis, The University of Sydney, 2019. http://hdl.handle.net/2123/21159.
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The existing paradigm of many surgical training programs continue to follow a timebased apprenticeship model where learning occurs serendipitously in the clinical environment. Recently, there have been several drivers for a change in this pedagogical ideology to one that is competency-based. These include concerns regarding the effect of training on patient safety and health economics, the implementation of work-hour restrictions, the advent of minimally invasive surgery and increase in post-training fellow appointments, which have all served to reduce the learning opportunities for surgical trainees. Thus, additional methods of training and assessing operative skills are required to bridge this gap. Not only has simulation-based training been demonstrated to improve technical skills, but the skills acquired have also been shown to be transferable to the operating theatre. Virtual reality simulators can do this through a high-fidelity, standardised and reproducible environment with the ability to deliver immediate objective feedback on performance. Feedback within the operating theatre is possible through the use of objective assessment tools that allow quantitative evaluations of operative performance. These can be used to identify weaknesses for deliberate practice. The laparoscopic appendicectomy (LA) is one of the most common emergency procedures conducted. Although frequently performed by trainees, LA is associated with a significant learning curve of between 20 to 30 cases, and often provides trainees with their first experiences of laparoscopic surgery. Despite this, little research in training and assessing skills for LA has been previously conducted. This thesis had two main aims. The first was to develop a proficiency-based technical skills training curriculum for LA surgery using a high-fidelity VR simulator. The second aim was to develop an evidence-based objective procedure-specific evaluation tool designed to assess technical performance during LA surgery. Prior to this, the need for such training and assessment tools was determined and used to guide their development by investigating the practice patterns of LA surgery in Australia. A population-based study demonstrated that there was a rapid increase in the utilisation of LA surgery in New South Wales between 2000 and 2010. This provided the initial evidence for the need for a method of training and assessing skills in LA surgery. Further evidence for this need was shown in a retrospective study of the practice patterns of LA surgery within a single tertiary centre, which found that surgical trainees had limited and selective learning opportunities, as well as longer operating times than experts. A survey of all General surgery trainees in Australia suggested that a proportion of these trainees had performed unsupervised LA surgery whilst still being on the documented learning curve. This has important implications regarding patient safety and further suggested a need for tools to train and assess skills in LA surgery. The most frequently used techniques and instruments were elicited from the surveyed trainees to guide the development of these tools. The first internationally applicable proficiency-based VR simulation curriculum to train technical skills in LA surgery was developed after demonstrating the face, content and construct validity of the LA modules on the LAP MentorTM VR simulator and obtaining benchmarks of expert performance. A Delphi methodology was then used to attain expert consensus regarding the steps and descriptors of “poor”, “average” and “excellent” performance at each of these steps. These were used to develop the first multiinstitutionally derived procedure-specific evaluation tool for LA surgery. This tool was then demonstrated to have high inter-rater and test-retest reliability, as well as construct and concurrent validity when objectively assessing intra-operative performance during LA surgery. The educational tools developed in this thesis not only bridges the gap created by the increasingly limited learning opportunities, but also provides an avenue for competency-based surgical training. Through the training of skills to proficiency using the curriculum developed in this thesis, surgical trainees can enter the operating theatre as a ‘pre-trained novice’ with an attenuated learning curve. They would then be ready to undergo supervised training in actual LA surgery with continual objective assessment and feedback using the procedure-specific evaluation tool we developed. This would allow a cycle of training and assessment, where specific strengths and weaknesses can be identified, practiced deliberately and re-assessed for improvement, until a defined level of competence in LA surgery is attained. Such a paradigm would represent a shift in the ideology of surgical training to one that focuses on the demonstration of competence and proficiency and, above all else, the optimisation of patient safety.
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Zirkle, Christopher John. "Perceptions of Vocational Educators and Human Resource/Training and Development Professionals Regarding Skill Dimensions of School-to-Work Transition Programs." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391760951.
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Lynberg, Jennifer R. "Teachers and Their Perceptions About Adaptive Skill Training Within an Early Childhood Comprehensive Development Classroom for Students with Intellectual Disabilities." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3386.
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This dissertation investigated teacher perceptions about adaptive skill training within an early childhood comprehensive development classroom for students with intellectual disabilities. The purpose of this study was to gain a better understanding about adaptive skills from a teacher's perspective. The aims of the study were to help educators understand the role of comfort level, importance of adaptive skills, planning for adaptive skills, and connecting adaptive skills to an academic outcome. A quantitative, cross-sectional design was used, and an online survey was completed by 254 special education teachers. The participants that completed the survey were 93% female and on average had 14 years of teaching experience. The survey gathered teachers' opinions about adaptive skills. It was reported that teachers felt adaptive skills were important to teach in the classroom environment. The teachers also reported that toileting was the most important adaptive skill. The survey also found that teachers explicitly teach adaptive skills on a daily basis. The survey also revealed that instruction might improve if access to a structured curriculum was more readily available and age appropriate. It was reported that there were very limited opportunities for educators to attend professional development about adaptive skills. These findings communicated that adaptive skills seem to be important to educators, and the lack of availability for structured curriculums should be addressed to further meet the needs of students with intellectual disabilities.
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Al-Shammari, Serhan Abdullah. "Saudization and skill formation for employment in the private sector." Thesis, University of Stirling, 2009. http://hdl.handle.net/1893/679.
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The development in the Kingdom of Saudi Arabia has been associated with its growing petroleum industry since late 1930s. This development has created a sudden wealth in the country that shaped its labour market as well as its skill formation systems in the years after. It has also, thanks to the government involvement, developed the country’s world class economy and its evolving private sector. However, this involvement has also created a duel labour market in which Saudis expect employment in the government while expatriates are continuously employed in private organizations. Employment in the government was always available to Saudis regardless of their qualifications which are dominated by theoretical literary majors over scientific and technical degrees. In the early days of the country’s development this did not produce major concerns to the government nor to Saudis. However, the country is producing one of the highest growth rates in the world with the majority of its citizens are under the age of 19. Government employment is always limited as the majority of employment opportunities are available in the country’s private sector. Since the late 1980s, this has generated high rates of unemployment among Saudis as government employment reached its peak and as the private sector continues in recruiting millions of cheap expatriates to increase its profits and competitiveness. This is creating an unbalanced labour market structure as well as economic, political and social problems. A number of government initiatives have been introduced to rectify such dilemma. One of which is Saudization to replace the country’s 4.7 million of expatriates recruited mainly (95%) in the private sector with as many qualified Saudis as possible. However, such efforts has not yet produced fruitful results as the private sector is still recruiting expatriates and as skill formation systems are still producing Saudis with incompatible skills, knowledge and attitudes with the private labour market needs. This research assumes that ineffective Saudization in the private sector is not the core problem of the employment process in Saudi Arabia. In fact it is the outcome of the government’s heavy and unnecessary involvement and control over skill formation systems in the Kingdom especially over the General Organization for Technical Education and Vocational Training (GOTEVT) which is the main skill formation provider for the private labour market This involvement imposes the government’s rigid bureaucracy and limited funding on a very dynamic, flexible and self-sufficient economy like the private market in Saudi Arabia that is operating in a very competitive and changeable environment. Investigation of such argument against empirical findings from interviews with a number of government, quasigovernment and private sector managers supports such conclusion. It even illustrates that government involvement and bureaucratization is hindering the implementation of Saudization strategy itself in private organizations. Recommendations are made about changing the role of GOTEVT to create industry-led training organizations to serve and link the outcomes of this skill formation organization to the employment needs of the labour market and to the needs of the economy in general.
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Ortman, James Francis. "Strategies to Teach Customer Service Skills." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3408.
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Business managers' failure to retain dissatisfied customers leads to millions of dollars in lost revenue. The purpose of this single case study was to explore managers' training strategies to teach sales associates customer service skills. The sample included 3 training managers from the mobile phone industry in Michigan who recorded a 25 % increase in customer retention after implementing customer service training. The conceptual framework for this study was human capital theory. Data were collected from semistructured interviews and training documents. Data analysis entailed using coding techniques and cluster analysis. Member checking applied to clarify the interpretation of participants' responses and reveal missing information. The 3 themes that emerged were mentoring and recruitment, training and development, and customer satisfaction. Mentoring and recruitment surfaced from the managers' need to hire qualified sales associates. Training and development grew from the need to have a strategy to train sales associates in customer service skills. Customer satisfaction emerged from the need to retain customers for a stable business environment. The findings from this study may contribute to social change by showing the training strategies managers use to teach customer service skills to sustain business and mitigate harmful effects of job loss. The data suggested a trained sales force could work to retain customers and provide customer satisfaction. Data from this study may contribute to the prosperity of mobile phone customers from well-educated sales associates that enhance the quality of using mobile phones in the local communities. The beneficiaries of this research include business managers, sales associates, and customers.
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Nampala, Titus Pendukeni. "Technician level needs and skills development guidelines for the South African nuclear energy industry / Titus P. Mampala." Thesis, North-West University, 2012. http://hdl.handle.net/10394/9805.
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The increasing demand for electrical energy to bring about development and social change has brought about renewed interest in the use of nuclear power as one of the sources of electrical energy. The nuclear power industry has had a few decades of low activity due to previous accidents which turned the public perception against the use of nuclear as an electrical power source. The low activity has resulted in the shortage of nuclear skills as the skill previously available is now aged and about to reach retirement.
The South African Government has recently announced its commitment to having nuclear in the energy mix. This will require construction of new nuclear power plants. This research arises from the need to understand whether the required human capital will be available, looking specifically at technician level in the nuclear energy industry.
The main research goal of the study was to find what training and development initiatives are currently being used in industry and what needs to be in place to ensure that the industry is ready for the nuclear new-build. The researcher than proposes training and development initiatives that should be put in place to meet the demand that will be created by the nuclear new-build.<br>Thesis (MSc (Engineering Sciences in Nuclear Engineering))--North-West University, Potchefstroom Campus, 2013.
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Bumandalai, Ubambor. "The Development of Two Units for Basic Training and Resources for Teaching English to Speakers of Other Languages: "Developing English Language Learners' Listening Skills" and "Developing English Language Learners' Speaking Skills"." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3414.
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Today, a countless number of untrained and volunteer English as a second or foreign language teachers are working throughout the world to help meet the rising need for English teachers. Many of these volunteers have little or no training in teaching English. However, Basic Training and Resources for Teaching English to Speakers of Other Languages (BTRTESOL) is a book and website that can be used as both a teacher-training program and a self-learning resource to help prepare these volunteer teachers. The idea for this program started with Dr. Lynn Henrichsen, who later invited a team of graduate students at Brigham Young University to work with him. This report documents the developmental process of two BTRTESOL units, namely, Unit 6A, "Developing English Language Learners' Listening Skills" and Unit 6B, "Developing English Language Learners' Speaking Skills." Both of these BTRTESOL units were designed to, first, familiarize novice and volunteer teachers with what it takes to listen and speak in a second language so that these teachers can identify the needs of their students successfully and plan and teach effectively. In addition, Unit 6A identifies several factors that make the second language listening process challenging. Unit 6B, on the other hand, describes four important characteristics of successful speaking activities. Finally, some of the most commonly used listening and speaking activities are recommended for novice and volunteer teachers to use with all levels of students. Additional resources, both print and electronic, are included at the end of each unit to help users learn more about each subject area and get additional teaching ideas.
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DE, VITA CHIARA. "Precursors of mathematical learning: a cognitive-environmental approach to understanding and promoting the development of early numerical skills." Doctoral thesis, Università degli Studi di Trieste, 2020. http://hdl.handle.net/11368/2961360.
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Referring to Bronfenbrenner’s (1979) and Rubinsten and colleagues’ (2018) theoretical models, the general purpose of this dissertation was to provide a cognitive-environmental approach to the study and promotion of early mathematical skills, underlining the multiplicity of factors that, already at a very early stage, come into play in the emergence and development of math learning from preschool to the beginning of primary school. In line with this main goal, the thesis is essentially divided into two parts: on the one hand, in Chapters 2 and 3, we have examined the role of some cognitive precursors, both domain-general and domain-specific, in predicting typically developing children’s early math knowledge; on the other hand, in Chapters 4 and 5, we have focused on the impact that environmental factors (i.e., the context to which an individual belongs with its peculiar socio-cultural, historical, economic, and political characteristics) may have on the development of early numerical skills.
The studies illustreted in the four Chapters strived to fill the following striking gaps in the literature, respectively:
a) To date, previous studies conducted on preschoolers have focused mainly on the factors underlying the level of acquisition of emergent math skills at a given time point, without investigating the factors predicting the growth in math competence at such an early age. Moreover, the predictive roles of subitizing ability and ANS acuity are still unclear;
b) There is still an absence of shared consensus on how the relative contributions of WM domains and processes to math performance change dynamically during child development, especially before and after the transition to primary school;
c) Literature on EFs is lacking on children living in war-affected contexts, and related refugee conditions, as well as no previous study has evaluated early mathematical abilities in children living in highly deprived contexts like these;
d) The few studies conducted on EFs development in war contexts have focused exclusively on emotional control and trauma and, to date, no EFs training has ever been specifically implemented in favour of children living in critical contexts such as refugee camps in Kurdistan.
In the light of these gaps in the literature, the studies presented in this dissertation addressed the following aims:
a) To investigate the domain-general and domain-specific cognitive predictors of growth in typically developing children’s early numerical competence through the first two years of preschool (Chapter 2);
b) To examine how the relative contributions of WM domains and processes to typically developing children’s math performance change dynamically before and after the transition to primary school (Chapter 3);
c) To explore EFs and early mathematical skills in children living in deprived environments (i.e., war context and refugee condition) (Chapter 4);
d) To further investigate hot and cool EFs in children living in a war context who survived genocide and implement a training program to improve these children’s EFs (Chapter 5).
In summary, the studies presented in this dissertation have the aim to investigate and promote factors underlying school readiness, specifically mathematical learning, enhancing the organization of age-appropriate and effective trainings interventions that could base children’s learning and achievement abilities to become aware citizens, providing specific tools functional to the acquisition of a political and economic identity to contrast manipulation of minority groups. Taken together, the findings of this dissertation would be beneficial from both a theoretical, practical, and humanitarian point of view, moving in the direction of improving mathematical competence as well as the general quality of life of children from all over the world.
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Lopes, Rafael Alan Rodrigues. "Desempenho técnico em jogos reduzidos de jovens jogadores de futebol: uma abordagem longitudinal." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/39/39135/tde-12052017-140342/.
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Os objetivos do estudo foram a) examinar a dinâmica do desempenho técnico (DT) em jogos reduzidos (JR) de jovens jogadores de futebol em um período de tempo de 14,5 meses, e b) verificar a influência das características antropométricas e de desempenho físico no DT. Os dados de 30 jogadores, considerados de nível elite, da categoria Sub14 (14,3 ± 0,3 anos, 170,5 ± 6,2 cm, 59,6 ± 6,2 kg) foram retidos para análise. Em 4 momentos distintos (M1, M2, M3, M4) de 1 temporada competitiva, foram filmados 16 JR e realizadas medidas antropométricas e testes físicos (Yo-Yo Intermittent Recovery Test Level 1, corrida de 10m e 30m, saltos verticais [com e sem contramovimento]). Cada jogador participou em um JR em cada momento de coleta. A quantificação de ações de DT foi realizada através da análise notacional; foi registrado todo tipo de ação em que fosse observada uma clara tentativa de intervir sobre a trajetória da bola. Escores para cada ação originaram-se da frequência de ocorrência. Foram atribuídos escores para envolvimento total (ET), envolvimento com bola (EB), desempenho defensivo total (DDT) e envolvimento ofensivo total (EOT). Uma ANOVA de medidas repetidas foi utilizada para examinar as alterações nas medidas antropométricas e de desempenho físico ao longo dos 4 momentos. Para examinar as alterações nas variáveis de DT foi adotada análise inferencial baseada na magnitude do efeito (tamanho do efeito = TE); considerando como mínima alteração prática importante: TE >= 0,20. Para verificar a influência do nível de desempenho físico no DT, os jogadores foram divididos em \"maior\" e \"menor\" nível de desempenho no Yo-Yo IR1. Uma análise discriminante foi utilizada para examinar diferenças entre grupos, para ET, DDT e EOT. Medidas de estatura e massa corporal também foram incluídas no modelo. Diferenças significantes (aumento) foram observadas ao longo do estudo para as medidas de desempenho no salto vertical sem e com contramovimento (F = 6,75; p = 0,003; F = 31,1; p = 0,001, respectivamente) e no Yo-Yo IR1 (F = 29,5; p = 0,001), assim como para estatura (F = 43,4; p = 0,01) e massa corporal (F = 28,6; p = 0,01). Adicionalmente, os resultados mostraram uma \"possível\" diminuição nos valores de frequência de DDT (M1 vs. M3, e M2 vs M3). Em oposição, observou-se um \"possível\" aumento nas ações de DDT, de M3 para M4. Para o EOT, foram \"possíveis\" as reduções de M1 para M2 e de M1 para M4. Para EB, comparando os momentos M3 e M4, observou-se diminuição \"muito possível\". Uma \"possível\" redução de M1 para M2 e M1 para M4, para ET, também foi observada. Os resultados da análise discriminante demonstraram que o grupo com maior desempenho no Yo-Yo IR1 (capacidade de realizar esforços intermitentes de alta intensidade) apresentava o maior número de ações para DDT em M1 (vs grupo menor desempenho no Yo-Yo IR1 [Wilks\' lambda = 0,77; p = 0,03]). Este resultado não foi observado para os demais momentos do estudo (valores de Wilks\' lambda variaram entre 0,82 e 0,99; p > 0,05)<br>The objectives of the study were a) examining the dynamic of the Technical Performance (TP) of young soccer players in small-sided-games (SSG) in a 14,5-month period, and b) verify the influence of the anthropometric characteristics and the physical performance on the TP. The data of 30 players, considered of elite level, from the U-14 category (average and standard deviation: 14,3 ± 0,3 years, 170,5 ± 6,2 cm, 5,9 ± 6,2 kg), were kept for analysis. In 4 different moments (M1, M2, M3, M4) of one competitive season, 16 SSG were filmed, and in the same period, anthropometric measures and physical tests performance were collected (Yo-Yo Intermittent Recovery Test Level 1, 10m and 30m sprint, vertical jumps [with and without countermovement]). Each player participated in one SSG in each collection moment. The TP actions quantification was executed through notational analysis; it was registered all type of action on which a clear attempt to intervene the ball\'s trajectory could be observed. The scores for each action originated from the frequency of occurrence. Scores were attributed to Total Involvement (TI), Ball Involvement (BI), Total Defensive Performance (TDP) and Total Offensive Involvement (TOI). A repeated-measures ANOVA was used to examine changes in physical and anthropometric measures during the 4 assessment moments. To examine the changes in the variables of TP, the inferential analysis based on the magnitude of the effect was adopted (effect\'s size = ES); considering as minimum practical important alteration: ES >= 0,2. To verify the influence of the physical performance level on the TP, the players were divided into \"higher\" and \"lower\" performance levels in the Yo-Yo IR1. A discriminant analysis was used to examine differences among groups, to TI, TDP and TOI. Measurements of height and body mass were also included. Significant differences (increase) were observed throughout the study for the performance measures in the vertical jump with and without countermovement (F = 6,75; p = 0,003; F = 31,1; p = 0,001, respectively), Yo-Yo IR1 (F = 29,5; p = 0,001), stature (F = 43,4; p = 0,01) and body mass (F = 28,6; p = 0,01). Furthermore, the results show a \"possible\" decrease in TDP frequency values (M1 vs. M3, and M2 vs M3). In contrast, a \"possible\" increase in TDP actions was observed, from M3 to M4. For the TOI, the reductions from M1 to M2 and M1 to M4 were considered \"possible\". Concerning the BI, comparing moments M3 and M4, a \"very possible\" decrease was observed. For the TI, a \"possible difference\" with reduction of M1 to M2 and M1 to M4, was also observed. The results of the discriminant analysis showed that the group with higher performance in the Yo-Yo IR1 (ability to perform intermittent high-intensity efforts) presented the highest number of actions for TDP during M1 (vs lowest performance group in the Yo-Yo IR1 (Wilks\' lambda = 0,77; p = 0,03)). This result was not observed for the other moments of the study (Wilks\' lambda values varied between 0,82 and 0,99; p > 0,05)
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Watters, Kathleen Anne. "A study of the Building Industries Federation of South Africa training model of skill development for the purpose of considering its appropriateness as a model for large-scale Adult Basic Education provision." Master's thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/22053.
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Bibliography: pages 84-89.<br>Proponents of CB claim that the system can provide an effective and efficient framework for a large scale national ABE programme which articulates with national education and vocational training systems. This framework provides a particular kind of answer to the 'literacy for what' question. The emphasis is on development. In this research, this view is contrasted with a version of literacy which gives a different answer to the 'literacy for what' question. Researchers such as Street and Wagner and many of the Non-government organisations affiliated to the National Literacy Co-operative prefer to view literacy as a free standing programme concentrating on individual and local needs. These contrasting positions will be used to consider the relative strengths and weaknesses of CB for ABE. While the possibility of using a CB system for the ABE programme in the building industry will be considered, the research will also consider the opportunity of CB beyond the specific needs of the building industry.
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Dean, Brenda P. "Characteristics of Viable and Sustainable Workers for the Year 2015." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etd/2904.
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The purpose of the study was to forecast characteristics of valuable workers within Middle Eastern Tennessee for the year 2015. The following areas were studied as they related to the forecast: (1) the projected employment skill demands of business and industry; (2) the initiatives required and proposed by business and industry to meet their respective employment demands; and (3) the external support by education required for industry and business to meet their employment needs. The Delphi panel was composed of 22 business and industry leaders who were nominated by the county executive of the ten counties of the study, officials at Walters State Community College, and members of the Regional Private Industry Council. The major areas of industry, manufacturing, and health care were represented. In the first round of the study, panelists responded to a questionnaire consisting of 17 open-ended questions that related to the characteristics they perceive as needed by valuable workers for the year 2015. The narrative responses in round one revealed emerging consensus, which was narrowed by the second round iteration. In the second round of the Delphi, panelists responded to 55 items, each measured on a Likert scale and rank ordered the most critical characteristics or initiatives in each category. The results indicate a clear need for workers who possess a strong work ethic, an ability to adapt to the changing workplace, and the willingness and ability to learn, as opposed to purely technical expertise. The findings of the study suggest implications for better articulation between public school curricula and industrial needs.
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Anikin, Vasiliy. "Skills training and development : Russia in comparative perspective." Thesis, University of Essex, 2018. http://repository.essex.ac.uk/21789/.
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The acquisition and maintenance of human capital are considered key drivers of productivity and economic growth. However, recent literature shows that in the case of Russia, this relationship is not obvious, which raises a question concerning the nature of human capital accumulation, despite the significant expansion of tertiary education in this country. The existing literature, much of it relying on a theory of market imperfections, tends to explain low incidences of training by the lack of employer incentives to invest in the human capital of their employees. This dissertation adds to this view confirming the negative role of ‘bad’ jobs and social origins in obstructing employees from skills development in BRIC-like countries. Skills training in Russia is constrained by stratifying occupational forces comprising jobs with low requirements to skills development, which conserves the working population in generic labour. This reveals the phenomenon of skills polarisation ‘at the bottom’ in a late-industrial country, thus, contributing to the growing critique of the knowledge society theory. For those few workers who occupy ‘good’ jobs, skills training is strongly linked to personal-specific traits, such as qualifications and computer and language skills; and this is common in both Russia and India. However, in contrast to Russia, India is still forming their knowledge society. This is confirmed by the statistically significant impact of socio-demographic origins (e.g. age, household size, marital status, and religion) on the incidence of training, which reveals a crucial role of ascription in human capital acquisition in contemporary India. The present thesis contributes to the growing literature on structural prerequisites for successful advancement and the contradictory development of the BRIC countries.
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Grimes, Lisa. "Social skills training in conjunction with parent training: The effects." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/2660.
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The development of social skills in children is of primary importance in predicting a child's healthy development. Social competence in early childhood significantly predicts future academic achievement, health related outcomes, and self-efficacy in social situations in later life. Parent training has been shown to both reduce negative parenting styles and produce improvements in children's pro-social behavior. The current study compared the effects of social skills training in combination with parent training to determine the additive effects of a Social Skills Training (SST) program. Participants consisted of 27 families with children (ages 2½ to 6) randomly assigned to either a 5- ( n = 13) or a 10-week ( n = 14) intervention/control group. Parent reports yielded no significant treatment effects for either treatment condition, however observational measure showed a significant decrease in antisocial behaviors within the 10-week treatment group. Results also showed that addition of the SST program significantly reduced attrition. Implications and limitations are discussed.
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Smith, Shannan. "Evaluating Behavioral Skills Training and In-Situ Training to Teach Greeting Skills to Adults with Developmental Disabilities." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3586.
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Previous research has demonstrated that behavioral skills training (BST) is effective in teaching social skills to individuals with developmental disabilities, but often the skills fail to generalize. One strategy to promote generalization has been the use of in situ training. In an effort to improve upon previous research BST plus in situ training was evaluated to teach greeting skills to adults living in a group home setting. The percentage of correct greeting responses was evaluated in a multiple baseline across participants design. Results showed that BST was only partially effective in teaching greeting skills to the participants. However, In-situ training resulted in a greater increase in correct greeting skills across all participants.
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Orgill, Claude Derek. "The implementation of skills-development legislation in the Western Cape : A study of the naval dockyard Simon's Town." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6902_1242888912.
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<p>This study investigated the extent to which skills development is implemented within the naval dockyard Simon's Town within the context of the NSDS and the various forms of legislation. In March 2001 the Department of Labour embarked on an initiative called the National Skills-Development Strategy to address unemployment, and thus enhancing the economy. One of the areas that were identified to address the above concerns was the skills-development of its people. It is against this background that this study investigated the implementation of the NSDS within the Naval Dockyard.</p>
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Mumba, Agnes. "An exploratory study of the factors affecting a job skills training project for women in Phumlani Village, Cape Town a case study of the Cape Town Child Welfare Society job skills training project." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/11251.
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Includes abstract.<br>Includes bibliographical references.<br>An exploratory study was conducted to establish factors affecting a job skills training project offered by Cape Town Child Welfare (CTCW) in Phumlani Village, an informal settlement in Cape Town. The study answered the following main research questions: what factors affected the job skills training project in Phumlani Village? What were the project participants' perceptions about the job skills training project? and what views and experiences do the CTCW LOP unit managers have about the job skills training project as a poverty alleviation strategy?
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齋藤, 芳子, and Yoshiko SAITOH. "Career Development Skills Training for PhD Students and Graduates in Japan." 名古屋大学高等研究教育センター, 2012. http://hdl.handle.net/2237/16416.
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Mampane, PM, and EP Ababio. "Imperatives of on-the-job training for service delivery at the Emfuleni Local Municipality." Journal of Public Administration, 2010. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001175.
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On-the-job training, the inculcation and development of skills of employees
at the workplace, is a sine qua non for increased productivity and morale.
These latter attendant attributes are the bedrock of the broader human
resource management strategy, to enable municipalities to improve governance
systems. The government has created an enabling environment through the
enactment of legislations such as the Skills Development Act, 1998 (Act 97 of
1998) and the White Paper on Public Service Training and Education (Notice
422 of 1997) amongst others, to ensure that municipalities are able to realise this
mandate. The ultimate objective is to establish a clear vision and policy framework
to guide the introduction and implementation of new policies, procedures and
legislation aimed at transforming public service training and education into a
dynamic, needs-based and pro-active instrument. Against this background, the
role of the training department of the municipality becomes central in enabling the
council to counteract employee poor performance levels and poor service delivery
by the municipality. This article employs the case study approach at the Emfuleni
Local Municipality (ELM), as well as literature review on training and postulates
that sustainable human resource management in public service institutions and the
ELM in particular, are inextricably linked with the capacity of the municipality to
provide on-the-job training to its employees. This is a basic requirement to enable
a municipality to provide effective and efficient service delivery.
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Stoeklen, Tanya LaBelle. "EVALUATION OF A BEHAVIORAL SKILLS TRAINING PACKAGE TO TEACH ADULTS WITH DEVELOPMENTAL DISABILITIES PEDESTRIAN CROSSING SKILLS." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/theses/1790.
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The present study used a multiple probe design to examined the effectiveness of a Behavioral Skills Training (BST) package that included a discrimination component for teaching two male adults with developmental disabilities pedestrian crossing skills. Each participant was evaluated on his ability to perform the step from a behavior checklist, and to discriminate between car present and car not present conditions. Results suggest the BST package was effective at improving both participants' ability to safely and independently cross the street, and that they maintained most of the skills learned during maintenance probes in actual city traffic. Teaching pedestrian skills that include hazard discrimination can lead to a more independent lifestyle for individuals with disabilities. Other implications, limitations and suggestions for further research are discussed.
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Cloete, Harlan C. A. (Harlan Courtenay Alva). "Skills development and organisational development : an assessment." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52452.
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Thesis (MPA)--Stellenbosch University, 2001.<br>ENGLISH ABSTRACT: Education and training under apartheid can at best be described as
fragmented and unequal along racial lines. The consequence of the
decades of human resource neglect resulted in the virtual destruction
of human resource potential, with devastating effects for social and
economic development. At the organisational level witness to this has
been the lack of career paths offered to workers and the debilitating
effect on worker motivation and general productivity. In response to this
state of affairs the South African government introduced a number of
innovative laws aimed at reversing this downward spiral:
The Skills Development Act, 1998 and the related legislation have as
their single objective the establishment of a more enabling and
responsive human resource environment. This will amount to the
rebuilding of the South African workforce within organisations through
the introduction of new sets of human resource processes, policies and
principles.
This study compares the activities of the Pioneer Foods Group with
those of the Drakenstein Municipality in relation to the skills
development regulatory framework and the subsequent obligations it
places on organisations to establish new human resource practices.
The study goes further and seeks to establish whether there is a causal
link between the processes of skills development and Organisational
Development (00). The study concludes that there is a definitive link
between the skills development regulatory framework and 00. The two
processes are regarded as mutually supportive, leading to the
achievement of individual and organisational end goals.<br>AFRIKAANSE OPSOMMING: Opvoeding en opleiding onder die Apartheidsregering kan beskryf word
as gefragmenteerd, ongelyk en geskoei op ras. Die gevolge van
dekades van menslike hulpbron vernalting het geweldige en
verreikkende ekonomiese en sosiale implikasies tot gevolg gehad. 'n
Nadere blik op die vlak van organisasies dui aan dat vir werkers geen
beroeps vooruitsigte was nie met die gevolg dat die motiverings vlak en
veral produktiwiteit ontsettend laag was. Die respons vanaf die Suid
Afrikaaanse regering was die bekendmaking van 'n reeks innoverende
wetgewing gemik om die afwaartste kurwe te stop.
Die Vaardigheids Ontwikkeling Wet, 1998 en die ander meegaande
wette het as primêre doelwit die daarskep van "n meer
verantwoordelike menslike hulpbron klimaat. Dit het ten doel die
heropbou van die Suid Afrikaanse mense deur die bekendmaking van
"n stel menslike hulpbron prosessese, beleid en beginsels.
Hierdie studie fokus en vergelyk die vaardigheidsontwikkeling
aktiwiteite van die Pioneers Voedsel Groep met die van die
Drakenstein Munisipaliteit. Die studie gaan verder deur vas stel of daar
n definitiewe verband is tussen die prossese van
vaardigheidsontwikkeling en die van organisasie ontwikkeling. Die
slotsom is die volgende: dat daar 'n definitiewe verbintenis is tussen
vaardigheidsontwikkeling en organisasie ontwikkeling. Die twee
prossese steun op mekaar deurdat beide ten doel het 'n verbeterde
organisasie en individu, soos hulle strewe na die bereiking van
doelwitte.
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Kornacki, Lisa Therese. "A COMPONENT ANALYSIS OF A BEHAVIORAL SKILLS TRAINING INTERVENTION: TEACHING CONVERSATION SKILLS TO ADULTS WITH DEVELOPMENTAL DISABILITIES." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1189.
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This study evaluated the treatment components of a conversation based Behavioral Skills Training (BST) package used to teach conversation skills to three young adults with developmental disabilities via a component analysis. Following each component, participant's performance was compared to a task analysis that included both vocal and non-vocal conversation skills, such as making comments related to the conversation topic, maintaining eye contact, maintaining and appropriate distance from the conversation partner. The components of the BST package included instructions, modeling of an appropriate conversation, rehearsal, rehearsal with feedback, in-situ training with feedback provided to the participants in a private observation room, and in-situ training with feedback plus reinforcement. The results indicated that different components were correlated with acquisition of the conversation skills for each participant. Implications of the results and areas for future research are discussed.
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Brown, Nicola, and n/a. "The development of medical students� communication skills throughout training : a longitudinal study." University of Otago. Dunedin School of Medicine, 2005. http://adt.otago.ac.nz./public/adt-NZDU20070130.160535.
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There is ample evidence that clinical communication skills deteriorate in medical students without specific training, but are improved by training. However, little is known about how well-equipped students are to communicate with patients on entering medical school, and there is limited evidence about whether all students improve with tuition in communication skills. This thesis describes a longitudinal study into these issues at the University of Otago�s Medical School. It was hypothesised that the majority of participants would demonstrate significant improvement in communication skills over their first two phases of specific tuition in communication. However, a small minority of participants were expected to fail to develop adequate skills in communication over this time, and the researcher wished to investigate whether any of the variables measured at baseline (demographic characteristics, personal qualities, academic abilities, and demonstrated interaction and interview observation skills) would predict those participants who developed superior communication skills, or who failed to demonstrate sufficient improvement by the end of eighteen months of medical education.
Participants were 232 new entrants to the Otago Medical School programme, who were evaluated at three time points over the first eighteen months of their medical training. After completing a range of baseline measures (including a pre-training videotaped interview with a simulated patient role-played by an actor), participants completed two phases of communication skills training and, at the end of each phase, undertook a further videotaped interview. Interviews were marked by trained raters, using a novel assessment tool, the Brown-Peace Interview Marking Schedule, developed specifically for this purpose. Actors and participants themselves also evaluated each interview.
Results showed that there was considerable variation in participants� abilities to perform the pre-training interview, indicating that the communication skills required in a clinical setting were not present in the majority of participants before training. Analysis of participant performance over time indicated that, while certain skills improved with training (e.g., receptive listening skills, non-verbal expression, and degree of structure in the interview) others did not improve significantly (e.g., responsiveness to the patient�s needs). As a group, participants benefited from the training, but a small sub-group of participants exhibited significant deficits in communication, even after two phases of communication skills training. It was easier to predict those participants who would develop superior communication skills than those who would continue to experience difficulties with simulated interviews. However, a small number of qualities (such as lack of familiarity with the English language, and high levels of personal qualities such as aloofness) were useful predictors of poor performance in the videotaped interviews.
Further research could clarify whether the same personal qualities influence student performance in later interviews, once students have had more experiential training and opportunities to practise interviewing in a range of settings. In terms of the practical implications of the research findings, a number of issues are highlighted, such as the range of skills required of those who teach and evaluate communication skills. Recommendations are made regarding the timing, content and implementation of communication skills training for medical students.
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Awe, Ezekiel Mofoluwaso. "A framework for training and development of construction craft skills in Nigeria." Thesis, Sheffield Hallam University, 2012. http://shura.shu.ac.uk/19297/.
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The Nigerian construction sector presently accounts for about 1.4% of the nation's GDP, even though its contribution to total GDP seems to have remained, extremely low; the sector is yet to realise its full potential. The sector is expanding strongly with a growth of 10% per year and is supported by multiple real estate projects and by the modernisation and development of infrastructures which offer new opportunities for the construction sector. The nation's approach to the training and development of construction related craftspeople, however, has been general rather than specific; and the various reforms on technical, vocational education and training (TVET) have not succeeded in tackling the perennial craft skills shortage crisis in the sector. This research project focused on formulating and validating a framework for achieving effectiveness and sustainability in the training and development of construction craft in the Nigerian construction sector, with emphasis on addressing the factors militating against securing and sustaining the interest of the youth population in acquiring construction related crafts skills. In order to collect a robust data to adequately address the goal of the study, secondary data were collected through an in-depth review of related literature. Quantitative data were elicited through a questionnaire survey while the gathering of qualitative data adopted the semistructured interview and document analysis approaches. This mixed-method approach generated data that formed the basis for the development of a unique and novel best practice framework for the training and development of construction related crafts people in the Nigerian construction industry. The framework, which was validated by experienced industry-based professionals and academics; was adjudged capable of ensuring effectiveness and enhancing sustainability in craft skills training and development in the nation's construction sector. The study concluded that in order to achieve sustainability and effectiveness, crafts skills training and development in the nation's construction sector must be accorded a specific attention. The establishment of a regulatory organ vested with the responsibilities for implementing and regulating skills training and development in the construction sector is imperative. Apart from facilitating career progression of crafts people and adequately addressing the factors inhibiting the interest of prospective trainees; effective guidance and counselling systems must be provided for the purpose of sensitizing the youths and other potential trainees on the importance and economic prospects inherent in pursuing construction related craft careers. The Construction Craft Skills Training and Development (CCSTD) Framework is a major contribution to knowledge in this area. It is recommended for adoption by the government, construction sector, professional bodies, training providers and other related stakeholders; as a guide on skills training and development matters in the Nigerian construction sector.
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Von, Stapelberg Carmen. "Skills, skills development and training within the Matlosana municipality in the North West Province / Carmen von Stapelberg." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1189.
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McCarthy, Ann L. "Improving Older Adults' Mental Rotation Skills through Computer Training." University of Akron / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=akron1281292991.
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Viršulienė, Kristina. "Student-teachers' instructional communication skills and their development." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20141222_133054-46024.
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The research by Lithuanian and foreign scientists justify the fact that instructional communication becomes a topical objective in the teacher-students’ professional self-development. Instructional communication is defined as a complex integral phenomenon, the most significant part of teacher’s activity, joining together all other activities into the whole and having an impact on pupil’s and teacher’s interaction, success of the self-developmental process. Teacher’s informative-communicative, perceptive, interactive skills of instructional communication perform a multifunctional role in pupils’ self-developmental process, while designing their world of values, motivating them to learn all life long, embed the attitudes of humanism, democracy, etc.
Scientific literature data and legal documents‘ analysis substantiate theoretically the development of student-teachers’ instructional communication topical and points out the problem of its insufficient research. The aim of the research is to reveal peculiarities and dynamics of student‘s and teachers‘ instructional communication in the study process.
The data of the empirical research revealed and substantiated prerequisites for student-teachers’ self-development of instructional communication skills: one’s self-determination to become a teacher, interpersonal relationship in a study group, carrying out practical tasks under the guidance of competent supervisors in particular. The integration of theoretical knowledge on... [to full text]<br>Lietuvos ir užsienio mokslininkų darbai pagrindžia, kad pedagoginis bendravimas – aktualus siekinys būsimųjų mokytojų profesiniame ugdyme(si). Pedagoginis bendravimas apibrėžiamas kaip sudėtingas integruotas reiškinys, svarbiausia mokytojo veiklos dalis, jungianti į visumą visas kitas veiklas bei lemianti mokinio ir mokytojo sąveiką, ugdymo(si) proceso sėkmingumą. Mokytojo pedagoginio bendravimo informaciniai-komunikaciniai, percepciniai, interakciniai gebėjimai atlieka polifunkcinį vaidmenį mokinių ugdymo(si) procese, kuriant vertybinį pasaulį, motyvuojant mokymąsi visą gyvenimą, įtvirtina humaniškumo, demokratiškumo nuostatas ir kt. Darbe mokslinės literatūros analize aktualizuota būsimųjų mokytojų pedagoginio bendravimo ugdymo(si) aukštojoje mokykloje nepakankamo mokslinio ištyrimo problema, todėl išsikeltas tyrimo tikslas – atskleisti būsimųjų mokytojų pedagoginio bendravimo ypatumus ir dinamiką studijų procese. Remiantis empirinio tyrimo rezultatais atskleistos ir pagrįstos būsimųjų mokytojų pedagoginio bendravimo gebėjimų ugdymo(si) prielaidos: pasiryžimas dirbti mokytoju, tarpasmeniniai santykiai studijų grupėje, savarankiškos praktinės užduotys konsultuojant kompetentingiems vadovams. Taip pat pagrįstas integruoto pedagoginio bendravimo ugdymo pozityvus poveikis studentams: jų profesiniam (stiprėjantis apsisprendimas būti mokytoju), dalykiniam (sąmoningas siekis gilesnio dalykinio išprusimo) apsisprendimui, tarpasmeninių santykių grupėje dinamikai ir kt.
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Perlman, Matthew R. "A New Paradigm for Psychotherapist Development: Alliance-Focused Training and Facilitative Interpersonal Skills." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1589804470091588.
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D'Amico, Elizabeth Jean. "Adolescent risk-taking and prevention : development of a new risk skills training program /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Van, Hook Colin. "The Relationship Between Instrumental Music Training and Corpus Callosum Growth." Thesis, Boston College, 2004. http://hdl.handle.net/2345/467.
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Thesis advisor: Ellen Winner<br>Recent studies have shown differences between several structures in the brains of professional level musicians and non-musicians. Professional musicians form an ideal group to study changes in the human brain due to the unique abilities required of them. Since many musicians begin training at a young age, it is assumed that these differences are attributable to intense, early experience brought on by the cognitive and motor demands of music training. However, it remains to be seen whether these structural differences are due to changes brought on by experience or preexisting ones which draw children to music lessons. Using magnetic resonance images, I compared the size of the corpus callosums in two groups of children who ranged between the ages of five and seven, one just beginning music lessons and another not beginning music lessons. I also compared the groups in terms of their performance on a finger tapping test for differences in speed and accuracy. A second set of comparisons of callosal size was conducted between nine-to-eleven-year-olds who had been taking music lessons for at least a year and those who had not. Differences in the five-to-seven-year-olds were seen in the anterior corpus callosum corrected for brain volume between the musician and non-musician groups. Differences in accuracy of finger tapping were seen between the musicians and non musicians, as well as between those in the musician group who had received less than sixteen or twenty-five weeks of training versus those who had received less. These findings indicate that while musicians start out with at least one slightly larger measure of corpus callosum size, differences in finger skill tend to develop slowly<br>Thesis (BA) — Boston College, 2004<br>Submitted to: Boston College. College of Arts and Sciences<br>Discipline: Psychology<br>Discipline: College Honors Program
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Simanga, Olga. "Experiences of women who have completed a job skills training programme and their ability to access employment opportunities." Master's thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/31255.
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Women make up more than half the population of South Africa. Despite the countries’ legislation and policies to promote the rights and social position of women, many remain unemployed and disempowered, face ongoing discrimination and are not able to access resources including educational opportunities. This dissertation reports on the outcomes of a study that was conducted with women to assess their ability to access employment opportunities after having completed a skills training program. In-depth, face-to-face interviews were undertaken with fifteen women who were purposively selected from different backgrounds of Cape Town who had participated in a skills training program to participate in the research. The research integrated a qualitative exploratory approach to explore various experiences of the participants to examine how their involvement with a job skills training programme enabled them to access employment. The research findings revealed that the job skills training programmes enabled most of the women to get employment, and as a result, be able to support themselves financially. Their sense of wellbeing improved, and they were able to access resources like housing. The study also found that policies such as the Employment Equality Act No. 55 of 1998 was well understood and implemented by organisations promoting women’s empowerment through skills training and they implemented the policy to improve the lives of women. However, the study also found existing challenges for women related to the implications of past discriminatory policies and cultural dimensions of family life, especially within black communities, by which women’s role were understood as having to be in the home. The research concludes with recommendations that include further education in communities as well as working spaces about women’s empowerment for both men and women, better enforcement of the rights of women by the state, and further research on how to address the challenges that women face in South Africa society as relates their empowerment.
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Ekron, Christelle. "Learning to teach : communication skills in teacher education." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96988.
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Thesis (PhD)--Stellenbosch University, 2015.<br>ENGLISH ABSTRACT: This study investigates the development of the classroom communication behaviours of Foundation Phase student teachers over the course of a B Ed degree programme at a South African university. It challenges the premise of conventional wisdom that classroom communication behaviours will develop through regular exposure to situated learning experiences. Whilst acknowledging that learning to teach is a long and challenging process of which the precise nature is seldom clear-cut and distinct, this study claims to make a humble contribution to teacher education curriculum development.
Classroom communication from the perspective of this study involves communication at two levels: firstly, interpersonal communication behaviours, which are influenced by nonverbal immediacy, communication apprehension, willingness to communicate and self-perceived communication skills; and secondly, instructional communication behaviours, more specifically clarity and immediacy behaviours. There seems to be a general perception that effective classroom communication will develop naturally by exposure to situated learning experiences, such as teaching practice sessions. Although the relative importance of these specific classroom communication behaviours for quality teaching and learning is acknowledged, whether and how these develop is seldom explicitly monitored. This was the intention of this study. It utilised a longitudinal mixed methods approach to follow Foundation Phase students over the four years of the degree programme in order to answer the following research question: To what extent do perceptions related to the classroom communication behaviours of Foundation Phase student teachers change over the course of a B Ed degree programme?
The quantitative phase collected data using various self-report surveys in order to investigate possible changes in the self-perceptions of Foundation Phase student teachers regarding their communication behaviours over the four-year period. The purpose of the qualitative phase was to investigate possible changes in the perceptions of external evaluators regarding the instructional communication behaviours of student teachers over the degree programme. The qualitative data was obtained from the evaluation reports written by external evaluators on various aspects of the observed lessons.
Although some changes occurred during the course of the B Ed degree programme, they were not as substantial as anticipated. From an interpersonal communication perspective, there was one particularly noticeable change: the self-perceived communication competence of the Foundation Phase student teachers improved between the first and second years of the programme, however, thereafter no further changes occurred. From an instructional communication perspective, more noticeable changes occurred: Foundation Phase student teachers improved in some aspects related to clarity, however other aspects still remained challenging. However, there was positive development related to immediacy: the fourth year Foundation Phase student teachers displayed higher levels of immediacy behaviours at the end of the four-year degree programme.
Bearing in mind that neither interpersonal nor instructional communication theory was explicitly included in this particular B Ed degree programme; these findings are particularly noteworthy. This study advances the argument that if teacher education intends to address the quality of the teacher graduates entering the profession, classroom communication needs to be included in teacher education curricula.<br>AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die ontwikkeling van die klaskamer-kommunikasiegedrag van studentonderwysers in die Grondslagfase aan 'n Suid-Afrikaanse universiteit oor die verloop van 'n B Ed-graadprogram. Dit daag die konvensionele opvatting uit dat klaskamer-kommunikasiegedrag sal ontwikkel met gereelde blootstelling aan leerervarings in die praktyk. Alhoewel aanvaar word dat om te leer om te onderrig 'n lang en uitdagende proses is waarvan die presiese aard selde duidelik en onderskeibaar is, word daar met hierdie studie gepoog om 'n beskeie bydrae te lewer tot die ontwikkeling van onderwysersopleidingskurrikulums.
Klaskamerkommunikasie behels vanuit die perspektief van hierdie studie twee vlakke: eerstens, interpersoonlike kommunikasiegedrag, wat beïnvloed word deur nie-verbale onmiddellikheid, kommunikasie-angstigheid, gewilligheid om te kommunikeer en self-persepsie van kommunikasievaardighede; en tweedens, onderrigkommunikasie-gedrag, meer spesifiek duidelikheid en onmiddellikheid. Die algemene persepsie bestaan dat doeltreffende klaskamerkommunikasie spontaan sal ontwikkel deur blootstelling aan praktiese ervaring in die klaskamer. Alhoewel die relatiewe belangrikheid van hierdie spesifieke klaskamer-kommunikasiegedrag algemeen erken word, word die ontwikkeling hiervan selde eksplesiet gemoniteer. Juis dít was die doel van hierdie studie. Longitudinale gemengde-metode navorsingsmetodologie is gebruik om Grondslagfase studente se kommunikasie-ontwikkeling oor die verloop van hul graadprogram te volg, met die doel om die volgende navorsingsvraag te beantwoord: Tot watter mate verander persepsies oor die klaskamer-kommunikasiegedrag van studentonderwysers in die Grondslagfase oor die verloop van die B Ed-graadprogram?
Tydens die kwantitatiewe fase van die studie is data ingesamel deur die gebruik van 'n aantal self-rapporterende opnames ten einde moontlike veranderinge in die Grondslagfase studentonderwysers se selfpersepsie van hulle kommunikasiegedrag oor die tydperk van vier jaar te ondersoek. Die doel van die kwalitatiewe fase was om ondersoek in te stel na moontlike veranderinge in die persepsies van eksterne evalueerders wat betref die onderrig-kommunikasiegedrag van die studetonderwysers oor die verloop van die vier jaar van die kursus. Die kwalitatiewe data is verkry uit evalueringsverslae wat geskryf is deur eksterne evalueerders oor verskillende aspekte van die lesse wat geëvalueer is.
Alhoewel daar sommige veranderinge plaasgevind het oor die verloop van die vier jaar van die B Ed-kursus, was hierdie veranderinge nie so substansieel as wat verwag is nie. Vanuit die oogpunt van interpersoonlike kommunikasie was daar slegs een merkbare verandering: die Grondslagfase-studente se selfpersepsie van hulle kommunikasievaardigheid het van die eerste na die tweede jaar verbeter, maar daarna het geen verdere veranderinge plaasgevind nie. Vanuit die oogpunt van onderrigkommunikasie het meer merkbare veranderinge egter plaasgevind: die Grondslagfase-studentonderwysers het verbeter ten opsigte van sommige aspekte wat betref duidelikheid, maar ander aspekte het steeds 'n uitdaging gebly. Daar was egter positiewe ontwikkeling wat betref onmiddellikheid: die Grondslagfase- studentonderwysers het in hulle vierde jaar hoër vlakke van onmiddellikheid getoon as aan die begin van hulle studies.
Hierdie veranderings is veral opmerklik as is ag geneem word dat nie interpersoonlike kommunikasie of onderrigkommunkasie eksplesiet onderrig is in die spesifieke kursus nie. Hierdie studie voer aan dat as onderwysersopleiding 'n verskil wil maak aan die kwaliteit van onderwysgraduandi wat die beroep betree, moet onderrigkommunkasie ingesluit word by onderwysersopleiding-kurrikulums.
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Ntlonze, Chapman Mphuthumi. "Project management training for community development." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52418.
Full textAbstract:
Thesis (MPA)--Stellenbosch University, 2001.<br>ENGLISH ABSTRACT: The Government of South Africa introduced the Reconstruction and Development
Programme (RDP) as a means of addressing the sub-standard, living conditions many underprivileged
and disadvantaged societies were experiencing in the country. That gave
community development impetus. The RDP, as a government policy, presupposed that public
institutions would be responsible for its implementation. That implied that public officials,
inter alia, would have to facilitate community development. This change agent status of
public officials also implied that they would have, out of necessity and demand, to acquire or
to demonstrate knowledge of project and community development management skills.
Management sciences argue that an organisations' effectiveness is, amongst other, the result
of interplay between the internal capacity (inputs), outputs (production) and outcomes
(impacts). Internal capacity includes, among others, the training of personnel for the
achievement of goals.
This study, as stated in the research question, seeks to explain the relationship between project
management training and effective community development. It seeks to establish whether
there are a significant number of public officials who are trained in project management for
community development. The study focuses on the Province of the Eastern Cape, especially
the Department of Sport, Recreation, Arts and Culture, with special reference to cultural
officers. The study further presents the Willowvale Case Study to demonstrate in a practical
way the relevance of project management skills to the implementation of community
development programmes. This case study also serves as base to launch arguments in favour
of trained public officials.
The research results suggest that public officials, especially cultural officers, lack project
management skills. These findings presuppose that the implementation of some community
development projects may be flawed, delayed or postponed. The study recommends that the Province of the Eastern Cape consider setting up an
interdepartmental body for the purpose of establishing an integrated project and community
development training policy, in consultation with relevant tertiary institutions for support and
advice.<br>AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse regering het die Heropbou- en Ontwikkelingsprogram (HOP) ingestel as
instrument om die substandaard lewensomstandighede wat verskeie minderbevoorregte en
agtergestelde gemeenskappe in die land ervaar, aan te spreek. Die HOP, as regeringsbeleid
veronderstel dat openbare instellings verantwoordelik is vir die implementering daarvan. Dit
impliseer dat openbare amptenare, onder andere, gemeenskapsontwikkeling moet fasiliteer.
Hierdie veranderingsagent status van openbare amptenare impliseer dat hulle as 'n
noodsaaklikheid vaardighede in projekbestuur en gemeenskapsontwikkeling moet bekom of
oor beskik.
In die bestuurswetenskappe word geargumenteer dat organisatoriese effektiwiteit onder
andere die resultaat is van 'n verwantskap tussen interne kapasiteit, uitsette en uitkomste.
Interne kapasiteit fokus onder andere weer op opleiding vir die bereiking van doelwitte.
Hierdie studie poog om die verhouding tussen projekbestuursopleiding en effektiewe
gemeenskapsontwikkeling te verklaar. Die studie probeer bepaal of 'n saakmakende
hoeveelheid openbare amptenare opgelei is in projekbestuur vir gemeenskapsontwikkeling.
Die studie fokus op die Provinsie van die Oos-Kaap, spesifiek die Department van Sport,
Ontspanning, Kuns en Kultuur, met spesiale verwysing na kultuurbeamptes. 'n Gevalstudie
van die Willowvale gemeenskap demonstreer op 'n praktiese wyse die relevansie van
projekbestuursvaardighede vir die implimentering van gemeenskapsontwikkelingprogramme.
Die gevalstudie verskaf ook 'n basis vir argumente ten gunste van opgeleide openbare
amptenare.
Die resultate van die studie suggereer dat openbare amptenare, veral kultuurbeamptes
projekbestuursvaardighede kortkom. Hierdie bevindinge dui daarop dat die implementering
van sekere gemeenskapsontwikkelingsprojekte beperkinge het, vertraag word en selfs gestaak
kan word.
Die studie beveel aan dat die Provinsie van die Oos-Kaap dit oorweeg om 'n
interdepartementele liggaam te vestig. Die doel hiervan moet wees om 'n geïntegreerde
Projek- en Gemeenskapsontwikkeling Opleidingsbeleid in konsultasie met relevante tersiêre
instellings in te stel.
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James, Roger Lindsay. "The development of a systems based heuristic to guide practice in the training of industrial manual skills." Thesis, University of Hull, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.339186.
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Bruce, Jacklyn Antoinette. "The transfer of training and skills by Texas State 4-H Council members: A qualitative study." Texas A&M University, 2004. http://hdl.handle.net/1969.1/438.
Full textAbstract:
This study examined the elements that affect the transfer of training and skills by Texas State 4-H Council members. It described the patterns of motivation and learning styles of former State 4-H Council members, as well as the demonstration of leadership life skills. This study also described the leadership experiences of former State 4-H Council members after their council year concludes.
The researcher used a purposive sampling technique to identify former members of the Texas State 4-H Council who were willing to discuss their experiences. A snowball sampling technique was used in which the members of the first group identified the remainder of the sample. There were fifteen individuals interviewed.
Traditional qualitative research methodologies were used to collect and triangulate data. These methods included interviews, participant observation, and document analysis. The researcher used documented methods of dependability (dependability audit and reflexive journaling), transferability (thick description, purposive sample, and reflexive journaling), confirmability (confirmability audit and the reflexive journal), and credibility (persistent observation, triangulation, peer debriefing, member checking, and reflexive journaling) to establish trustworthiness.
The major findings of the study were as follows: 1) State 4-H Council members tend to be extrinsically motivated individuals that follow self-determining pattern of motivational needs including the needs for a sense of competence, inter-relatedness, and autonomy; 2) Eight of the State 4-H Council members demonstrated a mix of social learning theory and experiential learning theory during the years of preparation prior to attaining their State 4-H Council positions; 3) State 4-H Council members demonstrated a command of the seven leadership life skill categories; and 4) The transfer of skills and knowledge by State 4-H Council members is affected both positively and negatively by the elements of training transfer.
Recommendations include implementation of a needs assessment to determine training content and greater experiential training opportunities. The addition of personality types, gender and sensitivity training, and positive conflict resolution should be added to training agendas. State 4-H Council members should be afforded greater decision-making power, beyond that of deciding themes for state events.
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Tsang, Wing-hong Hector. "The development of an indigenous treatment model of work-related social skills and work-related social skills training for people with schizophrenia in Hong Kong /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17311573.
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Page, Christopher L., and Scott H. Miller. "A comparative analysis of leadership skills development in Marine Corps training and education programs." Thesis, Monterey, California ; Naval Postgraduate School, 2002. http://hdl.handle.net/10945/3482.
Full textAbstract:
Approved for public release; distribution in unlimited.<br>This thesis analyzes the perceptions of a non-random sample of 210 officers and enlisted Marines in two locations. A researcher-developed survey and semi-structured interviews were administered to ascertain opinions of Marines concerning leadership development. An analysis of the content of leadership training and education courses was also conducted. This information was compared to contemporary leadership theory and relevant models of leadership. In general, leadership development provided is adequate, but is lacking in some areas of skill development, application of skills and values, and relevancy to contemporary leadership issues. Professional Military Education (PME) ge nerally provides relevant leadership training and education to enlisted personnel, but falls short of meeting the expectations of many officers.
42
Perold, Jana. "Entrepreneurial development through non-formal adult education and skills training in a rural community." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53411.
Full textAbstract:
Thesis (Master of Consumer Science)--Stellenbosch University, 2003.<br>ENGLISH ABSTRACT: In recent years unemployment figures in South Africa have reached alarming proportions. Many
people do not have any form of income, and many others rely on irregular incomes from seasonal
work. Education of adults has been highlighted as a possibility for teaching people various skills,
which they could apply to generate an income for themselves. This research was conducted by
following a participatory action research method to determine whether a nonformal adult education
programme would assist individuals in generating an income.
The literature review to support the research conducted included a discussion on poverty, rural
areas and their development, and the relevance of entrepreneurial development for these areas.
From here, the focus of the literature review moved to that of adult education as applied in training
programmes. Participatory Action Research (PAR) and its role in a nonformal adult education
programme is discussed, followed by a discussion of empowerment. The monitoring and
evaluation of these programmes are also described.
The Development and Advancement of Rural Entrepreneurship (DARE) is a programme that was
launched in 2000 by the Department of Consumer Science: Foods, Clothing, Housing at the
University of Stellenbosch. The main focus of this programme is the assistance given to rural
communities to assist them in addressing the problem of unemployment and poverty, by providing
support and training to potential local entrepreneurs.
The rural town of Montagu was identified to conduct a nonformal adult education programme,
focusing on skills training and entrepreneurial development of interested individuals in the
community. The research period lasted 14 months. The programme itself consisted of different
projects that concentrated on skills training suitable for income generation. People from the
community were invited to attend the programme, making all participation voluntary. A PAR
approach to present training skills was followed. Each PAR cycle consisted of four stages, namely
planning, action, observation, reflection, as well as the revised plan which forms the first phase of
the next plan. This approach ensures maximum involvement of participants. Empowerment levels
of participants were measured using a standardised questionnaire with a pre- and post- test
design. One of the PAR cycles included a five-day business course. Different aspects of
entrepreneurship were addressed during the programme and eventually all the skills were
combined and implemented to assist in the generation of income.
Data of the empowerment levels of participants, and general information on the participants and
their evaluation of the programme are documented as case studies. This data was also used to
evaluate the success of the programme. The analysis of the data clearly shows that there was a need for skills development and
entrepreneurial development in this rural area. Participants were eager to take part in the
programme and to apply their skills in the market place where they displayed the skills they have
acquired. Those participants who completed the programme all demonstrated an increase in their
empowerment levels, the most significant increase on micro level.
The research results indicated that participants were able to apply the knowledge and skills gained
during the programme. However, four months after the completion of the programme none of
them were involved in income-generation ventures. Despite the fact that the need for training
existed in this rural area, sustainability was problematic once the facilitator withdrew. It is therefore
recommended that novice entrepreneurs should have long-term guidance and emotional support
in order to reach independence eventually.<br>AFRIKAANSE OPSOMMING: Die werkloosheid syfer in Suid-Afrika het die afgelope paar jaar onrusbarend toegeneem. 'n Groot
aantal mense het geen vorm van inkomste nie, en baie maak staat op die inkomste wat hulle uit
seisoenwerk genereer. Opleiding van volwassenes is aangedui as 'n wyse waarop mense 'n
verskeidenheid vaardighede kan aanleer wat hulle dan kan toepas om sodoende vir hulself 'n
inkomste te genereer. Hierdie navorsing is onderneem om te bepaal of 'n nieformele
opleidingsprogram waar 'n deelnemende aksienavorsingsmetode (DAN) gevolg is, individue sal
kan help om 'n inkomste te genereer.
Die literatuuroorsig wat die navorsing onderskryf, sluit 'n bespreking in van armoede, landelike
areas en die ontwikkeling daarvan asook van die relevansie van entrepreneuriese ontwikkeling in
hierdie areas. Die fokus van die literatuur verskuif dan na volwasse onderwys, soos toegepas in
opleidings programme. Daarna word deelnemende aksienavorsing (DAN) en die rol daarvan in
programme in nieformele onderwys vir volwassenes bespreek. Dit word gevolg deur 'n bespreking
van bemagtiging. Laastens word monitering en evaluering van programme bespreek.
Die Development and Advancement of Rural Enterprises (DARE) Program is deur die Universiteit
van Stellenbosch, Departement Verbruikerswetenskap: Voedsel, Kleding, Behuising in 2000
geloods. Die fokus van die program is om bystand aan landelike gemeenskappe ten opsigte van
die hantering van werkloosheid en armoede aan te spreek.
Die landelike dorp Montagu, is geïdentifiseer as 'n area om 'n nieformele onderwysprogram vir
volwassenes wat fokus op vaardigheidsopleiding en entrepreneuriese ontwikkeling van
belangstellende individue in die gemeenskap, aan te bied. Mense van die gemeenskap is
uitgenooi om vrywillig aan die program deel te neem. Die navorsingsperiode het oor 14 maande
gestrek. Die program self het bestaan uit verskillende projekte wat op opleidingsvaardighede
geskik om 'n inkomste te genereer, fokus. 'n Deelnemende aksienavorsingsmetode is gevolg om
opleidingsvaardighede aan te bied. Elke DAN-siklus het uit vier fases bestaan, naamlik
beplanning, aksie, observasie en besinning. 'n Hersieningsplan het deel uitgemaak van die eerste
fase van die volgende siklus. Hierdie benadering het maksimum betrokkenheid deur deelnemers
verseker. Tydens een van die DAN siklusse, is deelnemers se bemagtingingsvlakke gemeet deur
gebruik te maak van 'n gestandaardiseerde vraelys met 'n voor- en ná-toets ontwerp. Een van die
DAN-siklusse het uit 'n vyf-dag sakekursus bestaan. Verskillende aspekte van entrepreneurskap
is tydens die program aangespreek en ten slotte is alle vaardighede saamgevoeg en
geïmplementeer om die generering van inkomste aan te moedig. Gevallestudies is gebruik om deelnemers se bemagtigingsvlakke, algemene inligting oor die
deelnemers en die deelnemers se evaluering van die program aan te teken. Hierdie data is ook
gebruik om die sukses van die program te evalueer.
Die data analise wys uitdruklik dat daar 'n behoefte was aan die ontwikkeling van vaardighede en
entrepreneuriese ontwikkeling in hierdie landelike gebied. Deelnemers was gretig om aan die
program deel te neem en om vaardighede wat aangeleer is, toe te pas op die ope mark. Die
deelnemers wat die program voltooi het, het almal 'n verbetering ten opsigte van hulle vlakke van
bemagtiging getoon, met die grootste verbetering op die mikrovlak.
Die navorsingsresultate bevestig dat die deelnemers hulle vaardighede en kennis wat in die
program verwerf is, kon toepas. Nogtans was geeneen van die deelnemers wat die program
voltooi het, vier maande ná die afloop van die program besig om 'n inkomste te genereer nie. AI
was daar 'n behoefte aan opleiding in hierdie landelike area geidentifiseer, was daar, nadat die
fasiliteerder onttrek het, geen volhoubaarheid van die program nie. Daar word dus aanbeveel dat
opkomende entrepreneurs langtermynondersteuning sal geniet wat uiteindelik tot hul
onafhanklikheid sal lei.
43
Page, Christopher L. Miller Scott H. "A comparitive analysis of leadership skills development in Marine Corps training and education programs /." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2002. http://library.nps.navy.mil/uhtbin/hyperion-image/02Dec%5FPage.pdf.
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Creed, Peter A. "Mental health outcomes for unemployed individuals who attend occupational skills / personal development training programs." Thesis, Queensland University of Technology, 1995. https://eprints.qut.edu.au/35859/1/35859_Digitised%20Thesis.pdf.
Full textAbstract:
Four studies report on outcomes for long-term unemployed individuals who attend
occupational skills/personal development training courses in Australia. Levels of
distress, depression, guilt, anger, helplessness, positive and negative affect, life
satisfaction and self esteem were used as measures of well-being. Employment
value, employment expectations and employment commitment were used as
measures of work attitude. Social support, financial strain, and use of community
resources were used as measures of life situation. Other variables investigated were
causal attribution, unemployment blame, levels of coping, self efficacy, the
personality variable of neuroticism, the psycho-social climate of the training course,
and changes to occupational status. Training courses were (a) government funded
occupational skills-based programs which included some components of personal
development training, and (b) a specially developed course which focused
exclusively on improving well-being, and which utilised the cognitive-behavioural
therapy (CBT) approach. Data for all studies were collected longitudinally by
having subjects complete questionnaires pre-course, post-course, and (for 3 of the 4
studies) at 3 months follow-up, in order to investigate long-term effects. One of the
studies utilised the case-study methodology and was designed to be illustrative and
assist in interpreting the quantitative data from the other 3 evaluations. The
outcomes for participants were contrasted with control subjects who met the same
sel~tion criteria for training. Results confirmed earlier findings that the experiences
of unemployment were negative. Immediate effects of the courses were to improve
well-being. Improvements were greater for those who attended courses with higher
levels of personal development input, and the best results were obtained from the
specially developed CBT program. Participants who had lower levels of well-being
at the beginning of the courses did better as a result of training than those who were
already functioning at higher levels. Course participants gained only marginal
advantages over control subjects in relation to improving their occupational status.
Many of the short term well-being gains made as a result of attending the courses
were still evident at 3 months follow-up. Best results were achieved for the specially
designed CBT program. Results were discussed in the context of prevailing theories
of Ynemployment (Fryer, 1986,1988; Jahoda, 1981, 1982; Warr, 1987a, 1987b).
45
Agyapong, Guy Thompson. "Factors influencing the development and growth of small medium-sized enterprises : the case of Ghana." Thesis, Brunel University, 2016. http://bura.brunel.ac.uk/handle/2438/13913.
Full textAbstract:
In this era of globalization, small medium-sized fast-growth enterprises are central and pivotal to economic growth and prosperity, and firms that grow are most likely to survive, become successful and be competitive. Significant variables have been identified to impact on the growth of SMEs. The key influential factors of business growth include elements drawn from the entrepreneur and their resource variables. However, the influence of the external environment relative to the growth of SMEs, though imperative in the academic inquiry, has not been studied extensively particularly in the case of developing economies. It is against this backdrop that this thesis seeks to fill this knowledge gap by inquiring into the factors that affect the development and growth of SMEs in the context of a developing African country, Ghana. The thesis draws mostly on three research approaches to SMEs growth organized on analytical distinctions between the entrepreneur and their resources, the business level and the business strategy. At the empirical level, the research makes use of 75 SMEs owner/managers in Ghana in investigating the subject in detail. The study uses thematic analysis to analyse the interview transcripts. Findings indicate that the development and growth of SMEs was greatly influenced by the level and cost of energy (electricity) supply. The erratic energy supply with its huge tariffs, and resulting in acute energy crisis constrains business performance and pushes a host of SMEs out of business. The findings further show that government policy on taxes greatly affects the development and growth of SMEs. Unfavourable tax policy where businesses are taxed at the local government level as well as the national level, and high customs duties constrain the development and growth of SMEs. The findings, again, unravel that competition influences the performance of SMEs; hostile competition from direct and indirect foreign activities (imports) adversely affect the entrepreneurial activities of local producers. The study also shows that economic factors greatly influence the development and growth of SMEs. Sustained inflation adversely affects the operations cost of businesses, suppresses profit levels and ultimately inhibits expansion through plough-back profit. The study disputes the influence of the adoption and use of web technology (e-commerce) identified in literatures, but affirms the influence of education, while new factors are identified, showing that context impacts on the development and growth of SMEs. The study recommends sustained and affordable energy supply, measures to control or defuse hostile competition, review lending and borrowing regulations, review tax policies and suppress sustained inflation. This study therefore enhances the ongoing development relative to the understanding of factors that affect the development and growth of SMEs. More significantly, the role of context is of essence in SMEs research and entrepreneurship as a whole.
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MacKinnon, Marjorie M. "Competency-based indicators of counsellor development : an examination of changes in cognitive skills of counsellors-in-training." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29080.
Full textAbstract:
The purpose of this study was to strengthen our understanding of counsellor development by examining changes in trainees' knowledge and thinking during master's training in counselling psychology. Forty-two volunteers (21 practicum and 21 internship students) critiqued a 20-minute segment of a counselling videotape before and after one academic year.<br>Qualitative analysis of pretest-posttest responses revealed substantial improvement in students' understanding of the counselling process and adjustment to the counsellor role. Greater self-confidence was also conveyed by a significant increase in trainees' use of clinical terminology. However, students' ability to observe and conceptualize the client, to establish therapeutic goals, and their overall counselling effectiveness did not differ over the academic year. Given that changes were related to training emphasis, results call attention to the need for more systematic training in a wider range of cognitive competencies.
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Luxande, Vuyokazi. "Assessment of the need for business skills training of crafters at the greater Stellenbosch Development Trust." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3809_1256198129.
Full textAbstract:
<p>The study dealt with one multi-site craft based poverty alleviation programme at the Greater Stellenbosch Development Trust and aimed to assess the business skills training needs of its participants. A literature review was undertaken which mainly focused on issues such as Poverty, Unemployment, Training, Craft, Skills Development, SMMEs and Gender. It also focused on the link between the above and poverty.</p>
48
Bentley, Richard Alastair. "The development of distance learning material to support decision-related thinking skills in more able children." Thesis, University of Southampton, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242302.
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Hindes, Clinton Neil. "Incorporating the development of non-technical skills in the landscape architecture curriculum in South Africa." Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-04302005-105628/.
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Teffu, Matome Edward. "Aligning employee training needs and workplace skills plan in the Limpopo Department of Health." Thesis, University of Limpopo, 2014. http://hdl.handle.net/10386/1404.
Full textAbstract:
Thesis (MPA.) --University of Limpopo, 2014<br>iii
ABSTRACT
Government Institutions are in terms of the Skills Development Act, (Act 97 of 1998),
required to develop employees in order to achieve good and effective performance.
The Act makes provision for the development of Workplace Skills Plan by
government institutions and mandates these institutions, including Government
Departments, to budget at least 1% of their payroll for training and development of
employees. It is, however, not apparent whether or not the developed Workplace
Skills Plans are in line with the employees training needs and training interventions.
As a result, the essence of this study is to determine how to align employees training
needs with the Departmental Workplace Skills Plan in the Limpopo Department of
Health. In addition, the study investigates whether or not training interventions in the
Limpopo Department of Health are informed by the identified skills needs. The type
of research methodology used in this study is the quantitative approach, which is in
the form of a structured questionnaire. The main finding of the study is that although
the Limpopo Department of Health developed the Workplace Skills Plan, training
interventions were not aligned to it. In addition, a large percentage of the
respondents was not aware of the skills audit exercise that the Department
undertook. This study also reveals that the post-training evaluation which was done
by the Department did not contribute to important subsequent training interventions.
The key recommendation made is that the Limpopo Department of Health should
make employees aware of the skills audit exercise the Department often undertakes.
Additionally, Personal Development Plans should be continuously used to identify
pertinent employee training needs relevant for the Departmental Workplace Skills
Plan
KEY WORDS
• Limpopo Department of Health
• Workplace Skills Plan
• Personal Development Plan
• Skills Audit
• Training Interventions
• Training Needs Analysis
• Employees Training Needs