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Dissertations / Theses on the topic 'Staff effectiveness'
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Mouton, Hugo. "Effectiveness of employer branding on staff retention and compensation expectations." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/64891.
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This research shows that employer branding could be used to retain employees and reduce compensation levels, whilst providing a practical model to execute a successful employer branding strategy. Employer branding was defined as a set of tangible and intangible benefits offered by an organisation to attract and retain employees from a targeted audience. A quantitative study was performed and data was collected by means of an electronic questionnaire, which was distributed to employees of five South African insurers. Analysis of variance tests, correlation tests and a t-test were used to test the hypotheses.
The study showed that employer branding increases staff retention, which could provide a competitive edge for businesses. An excellent employer brand can reduce the compensation expectations of employees, increasing the overall financial performance of a company. The study also showed that age, education level and employment duration have an impact on employer branding, findings which could assist organisations to define their target group. Lastly, employer branding efforts by organisations are recognised by their employees, providing evidence to support the cost of an employer branding strategy.
A practical model, the employer branding control cycle (EBCC), was developed to assist organisations to successfully execute an employer branding strategy. This model considers the design, implementation and monitoring phases of such a strategy.Mini Dissertation (MBA)--University of Pretoria, 2017.
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Gordon Institute of Business Science (GIBS)
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Dowler, Alan Reginald. "A consideration of the effectiveness and efficiency of employee training and development in a range of commercial organisations." Thesis, University of Birmingham, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324172.
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Rodgers, Katherine McNair. "Organizational commitment to staff development : the design of an instrument to measure the effectiveness of teacher staff development programs /." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-170056/.
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Cheng, Chit-sum, and 鄭哲琛. "The effectiveness of non-civil service contract staff in replacing civil servants." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B46772509.
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Ivey, Shannon Kay. "Funding and Effectiveness of Staff Development Programs in Three North Texas School Districts." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30473/.
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This dissertation study focused on three aspects of staff development in North Texas: 1) funding sources, 2) types of professional learning programs, and 3) teachers' views of the effectiveness of the funded programs. Qualitative data came from interviews with nine district administrators concerning funding sources and how those resources enhanced teacher skills. Quantitative data came from 1,277 responses from teachers regarding their background and perceptions about staff development. Data from interviews with district administrators were diagrammed to depict elements of funding staff development and to reveal how resources were used to plan, implement, and evaluate staff learning. An analysis of interview data revealed that availability of grants, property tax rates, and student enrollment affected how districts funded staff development. Administrators reported that districts funded professional learning that was planned according to academic initiatives, met the needs of adult learners, and adapted to the changing needs of school communities. Both administrators and practitioners reported that time was a lacking resource critical to developing staff knowledge. Practitioners reported that sufficient opportunity to collaborate with colleagues about learning initiatives was more valuable than teaching materials. Teacher questionnaires were analyzed for possible relationships between participant variables and responses concerning knowledge about funding constraints and professional development experiences. Data revealed that practitioner experience and graduate degrees were not related to teachers' use of knowledge about financial constraints to more efficiently implement learning from staff development. Participants did not perceive professional learning differently than peers. Most teachers connected professional learning with improved teaching practices but a small percent attributed student achievement to their professional learning. The majority of teachers considered collaborative learning settings to elicit more personal professional growth than other formats. The findings of the teacher questionnaire suggest that teaching practices could be impacted if participants gained more knowledge about district financial constraints when developing staff professionally. Therefore, future research about how districts share information concerning funding for professional learning is warranted.
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Downes, Dawn M. "Designing evaluation tools for the Differentiated Instruction Staff Development Initiative." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 264 p, 2007. http://proquest.umi.com/pqdweb?did=1253510301&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Greenway, R. Scott. "Enhancing ministry effectiveness through a multiple staff ministry at Caledonia Christian Reformed Church." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.
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Abu, Baharin. "Teaching effectiveness and staff professional development programmes at a higher learning institution in Malaysia." Thesis, University of Birmingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368412.
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Naris, Sylvia Ndeshee. "The effectiveness of human resources code :staff development and training at a Namibian polytechnic." Thesis, Cape Peninsula University of Technology, 2009. http://hdl.handle.net/20.500.11838/1745.
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Thesis (MTech (Human Resource Management))--Cape Peninsula University of Technology, 2009Policies adopted by tertiary educational institutions play a key role in determining the future of an institution. When they are applied and monitored effectively, most of these policies bear positive results for the institution. However, where there is no clear monitoring system, it is a foregone conclusion that policies will not bring about desired results. Therefore, assessing the PoN policy and practices are imperative. The HR Code is a policy document of the PoN. The main objective of the study was to establish effectiveness of the HR Code: SDT. The research study established motivating factors for drafting the HR Code: SDT, and analysed its weaknesses in order to trace whether staff development is linked to strategic goals of the PoN. The researcher has also made an earnest attempt to find out reasons why staff members resign after attending development programmes, which would assist the institution to retain their staff, as it prepares itself to become a university of technology that requires more and better qualified staff. The enquiry adopted a case study approach because it dealt with a specific institution in Namibia. A triangulation method was utilised to solicit information from academics, administrative and support staff, by conducting semi-structured interviews with top management, HoD’s, sectional heads and ex-staff members. A closed-ended questionnaire was distributed to staff members. Institutional documents were also reviewed to corroborate empirical data that was collected. Research revealed that the aim of drafting the HR Code: SDT was to improve qualification levels of Namibian staff members and to improve work performances of staff members. However, research proved conclusively that there were no measurable objectives that were established to evaluate and monitor that the objective was achieved; there were also no staff development plans linked to strategic goals of the institution; staff members’ work performance was not assessed after training; and there were no retention strategies in place. It is evident from the research findings that the desired results of the HR Code: SDT will not be achieved and, therefore, recommendations are proposed that the PoN effectively communicates objectives of the HR Code to staff members; develop a comprehensive and complimentary staff development policy; a staff development plan; an innovative retention strategy; and appoint a staff development officer to monitor and ensure that desired goals are achieved as means to save the institution from an unnecessary waste of financial, material and human resources.
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Chehaib, Hiba Chehaib. "Perception of School Staff Regarding the Effectiveness of a Youth Mental Health Program in Schools." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6690.
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There is an ongoing debate about how to serve the number of students that are affected by mental health problems. Some schools have moved toward implementing whole school programs. The purpose of these programs is to teach adults who directly interact with school age children, such as parents, family members, caregivers, teachers, school staff, and caring citizens how to respond to an adolescent that is facing a crisis or a mental health challenge. The purpose of this study is to evaluate the perceived effectiveness of such a program. The goals of this study are to (a) determine the short-term outcomes of this initiative from school staff perspective, and (b) determine new directions for improving the program based on school staff’s recommendations. Survey questionnaires will be used to collect data from staff members. Descriptive statistics will be used to inform recommendations for the next steps in the development of the program. Staff surveyed endorsed the satisfaction of the implementation of the mental health program in their schools.
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Melton, Dana Elizabeth Tharp Piveral Joyce. "Adaptation of the innovation configurations for school-based staff developers for the development of a measure of reading coach job performance." Diss., Columbia, Mo. : University of Missouri-Columbia, 2009. http://hdl.handle.net/10355/6772.
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The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on March 26, 2010). Thesis advisor: Dr. Joyce Piveral. Vita. Includes bibliographical references.
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Heron, Gavin. "The effectiveness of Scottish vocational qualifications as a method of qualifying residential staff in children's homes." Thesis, University of Strathclyde, 2000. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21399.
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Working in children's homes is widely recognised as one of the most stressful and demanding roles within social work. Yet, unlike their fieldwork colleagues, residential staff have traditionally remained unqualified. This situation was altered in the early 1990's with the introduction of Scottish Vocational Qualifications (SVQs) as a method of qualifying residential child care workers. At the heart of SVQs is 'competence'. SVQs are 'independent' of learning and training and are designed to enable staff to be assessed as competent within the workplace. Whilst the need to have competent staff is clearly desirable, how it is achieved, or indeed measured, is far less evident. Essentially, any definition of competence will reflect a particular view of the responsibility of social work within contemporary society; a role that has been subject to considerable debate. Should social work, for example, focus on helping "individuals" and, or, does it have a responsibility to challenge the status quo, especially when structural inequalities prevail within society? In determining the nature of social work, the ability of any group to exert control over education and training has been central. Although SVQs have been widely implemented within social work, there has been minimal research regarding their impact on practice. This study examined SVQ Care: Promoting Independence (level III) within children's homes. The study focuses on the extent to which SVQs enhance practice and their function within a 'learning society'. The evidence presented in the study suggests that there are considerable deficiencies, both in terms of the SVQ format and the way in which children's homes are structured for the assessment of 'competence'. Rather than address the history of 'failure' within children's homes, SVQs have enabled the status quo to be maintained whilst creating an 'illusion' of change.
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Suen, Lee-wa Ann, and 孫莉華. "Teachers' and principals' perception of the effectiveness of supervisory approaches to in-service staff development planning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B4257576X.
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Suen, Lee-wa Ann. "Teachers' and principals' perception of the effectiveness of supervisory approaches to in-service staff development planning." Click to view the E-thesis via HKUTO, 2001. http://sunzi.lib.hku.hk/hkuto/record/B4257576X.
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Mashamba, Mpho Abigail. "An assessment of the effectiveness of training for extension staff in the Limpopo Department of Agriculture." Thesis, University of Limpopo (Turfloop Campus), 2012. http://hdl.handle.net/10386/953.
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Thesis (M.Dev.) --University of Limpopo, 2012Agricultural Extension workers could play a key role in fostering sustainable agriculture production as well as economic growth. The training for extension staff is a step towards sustainable development. Agriculture is an important sector in the South African economy. Its existence impacts directly on job creation, rural development, food security, foreign exchange and poverty reduction. Because the agricultural sector is crucial to rural development and contributes significantly to any initiative to alleviate poverty, it is for this reason that there is a great need for strong extension and advisory services led by governmental operations in partnership with relevant role-players. The study therefore makes use of qualitative data to determine the level and frequency of achievements, challenges, and demographic information of extension officers. Data collection instruments, such as interviews and group discussion, are used to measure the outcomes of the extension training. The results of this study will inform the Department of Agriculture on the achievements, challenges and resolutions into enhancing effectiveness of training for extension staff. The major conclusions and recommendations include: A majority possess national diplomas. In terms of the job requirement, a person must possess a BSc degree in agriculture. It is recommended that bursary must be awarded to extension officers with diplomas so that they upgrade their qualification to a BSc degree. A majority of the extension officers received on the job training, for example, in customer care, HR practices, participatory extension approach and basic computer literacy. It is recommended that training should be accelerated in participatory extension approach, and customer because of the imperative to transmit agricultural skills and knowledge to the farmers in endeavour to promote sustainable agriculture and rural development. According to the study, the training provided to most extension officers was outdated because it was not applicable to current challenges. It is recommended that a study should be undertaken on the situational analysis of the challenges being experienced by the farmers. The study also found out that the infrastructure such as office accommodation, poor technology; insufficient funds disabled the extension officers to transfer the skills to the farmers. It is recommended that there should be sufficient resources to address these challenges.
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Hixson, Larry E. "An evaluation of a staff assessment model to improve teacher effectiveness utilizing the Stallings Intervention Technique." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/82624.
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This study will evaluate the effectiveness of a teacher performance assessment model. Teacher performance is a timely subject and very much of interest to educators, policy makers and the general public. The Stallings Observation Instrument (SOI) will be utilized to assess the performance of teachers. It has not been studied to date in that context.
The design of this study will be experimental research. A total of sixteen (16) vocational teachers will be observed by certified coders using the Stallings method. Eight (8) vocational teachers will serve as the control group. After the initial observation, eight (8) vocational teachers will receive a developmental treatment and a second observation will be conducted. An analysis of covariance will be utilized to provide an analysis of the data and a comparison of the performance of the groups. The results of the study will provide data and data interpretation on the effect of the Stallings Observation Instrument (SOI) on the teacher performance assessed.Ed. D.
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Weinkauf, Sara Marie. "Evaluating the Effectiveness of a Comprehensive Staff Training Package for Behavioral Interventions for Children with Autism." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28490/.
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The effectiveness of behavioral interventions for the treatment of young children with autism has been well documented in professional literature. The success of these procedures, however, depends on the fidelity of implementation and proper training of the therapist. The purpose of this study was to evaluate a 125-skill, comprehensive staff training package that involved a graduated sequence of teaching. In addition to changes in skills, social validity and training time were also assessed. Results indicate that correct demonstration of skills increased following training, incorrect implementation decreased, teachers rated the procedures favorably, and the total training took between 20 and 32.5 hours for over 120 skills to reach mastery criteria. A discussion of the results as well as implications for future research is also provided.
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Dandy, Justine Kate. "Evaluation of the effectiveness of a training program for nursing staff working with adults with brain injuries /." Title page, contents and abstract only, 1992. http://web4.library.adelaide.edu.au/theses/09AR.PS/09ar.psd178.pdf.
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Wong, Lai-tim, and 黃禮添. "Evaluation on the effectiveness of different means of motivation for the technical staff of Hong Kong organizations." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31265121.
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Civils, Timothy H. Jr. "An assessment of the Command and General Staff Officer Core Course effectiveness in developing student critical thinking." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/32481.
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Doctor of EducationDepartment of Educational Leadership
Royce Ann Collins
There is a need for critical thinking skills in our society. This research study examines graduate student’s growth in critical thinking after experiencing a specifically designed curriculum. This study evaluated the effectiveness of the U.S. Army Command and General Staff Officer Common Core Course to change student critical thinking skills and habits of the mind attributes, and further examined instructor perceptions of the curriculum, instructional methods, and instructor skills and behaviors that impact student critical thinking development within the Core Course. This study used an explanatory sequential mixed method research design in order to answer the four research questions and test their respective hypotheses. Eight student staff groups (n=120) were selected from the Command and General Staff Officer Common Core Course Class 15 population, and the quantitative data used to conduct the analyses was derived from a pretest and posttest using the Military and Defense Critical Thinking Inventory (MDCTI), a nationally recognized instrument designed specifically for individuals in the defense and military profession. The qualitative component of the study consisted of focus group interviews conducted with instructors from the eight selected staff groups (n=24) to examine their perceptions on the role of the curriculum, instructional methods, and instructor skills and behaviors in developing student critical thinking. The data collected from these interviews were analyzed and presented using a collective case study approach. Analysis of the student pretest and posttest score change results indicated statistically significant changes in analysis, induction, deduction, and overall critical thinking skills, and in the communicative confidence, professional confidence, expression, and directness habits of the mind attributes. Further analysis indicated that there was no statistically significant change differences in critical thinking skills or habits of the mind attributes between the teaching team groups. Analysis of the qualitative data revealed nine themes that were categorized within the theoretical framework of curriculum, instructional methods, and instructor skills and behaviors. Four additional themes emerged which did not address the role of curriculum, instructional methods, and instructor skills and behaviors in developing student critical thinking. These themes included: lack of contact time, the importance of the physical classroom configuration, the military/school culture, and student attributes.
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Slawson, Deborah L., Jodi Southerland, Elizabeth F. Lowe, William T. Dalton, Deborah T. Pfortmiller, and Karen Schetzina. "Go Slow Whoa Meal Patterns: Cafeteria Staff and Teacher Perceptions of Effectiveness in Winning With Wellness Schools." Digital Commons @ East Tennessee State University, 2013. https://doi.org/10.1111/josh.12056.
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BACKGROUND
School‐based interventions hold promise for child obesity prevention. Implemented as a part of the Winning With Wellness obesity prevention project, the “Go Slow Whoa” meal pattern (GSW) was designed to promote healthier foods in school cafeterias. This investigation determined perceived program effectiveness and impact on student's food purchases.
METHODS
A mixed method design was used, including focus groups with cafeteria staff (CS), quantitative analysis of CS and teacher surveys, and pre‐post analysis of cafeteria sales. A total of 37 CS and 131 teachers from 7 schools in northeast Tennessee participated.
RESULTS
CS recognized the important role of school nutrition services in influencing student choices, yet perceived lack of administrative support for cafeteria‐based interventions and minimal interaction with teachers were barriers. CS also believed that students choose less nutritious options due to family influence. Cafeteria sales indicated that changes were made in menu planning and production, yet students' choices improved minimally. Teachers expressed moderate levels of confidence in GSW as influential in children's dietary habits.
CONCLUSIONS
Successful implementation of school‐based nutrition programs requires supportive policies, administrators, and teachers. CS should be included in program implementation efforts and the role of school nutrition services should be maximized.
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Shum, Wai-man, and 沈慧文. "Assessing the effectiveness of the human resources management for nursing staff of the Hospital Authority in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B46759773.
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Harris, Kellen-Jade S. "Evaluating the Effectiveness of a Competency-Based Training Package to Teach Behavior Management Skills to Direct Support Staff." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849622/.
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Cooper, Heron and Heward define maintenance as the extent to which a learner continues to perform a target behavior after the intervention has been terminated. Testing for maintenance allows the trainer to see if gains were sustained following the termination of a treatment program. In addition, once it is shown that a learner's skills have remained in the repertoire, assessment of generalization is possible. Previous literature in behavior skills training have assessed maintenance in a variety of settings for a variety of skills. Following maintenance assessments, booster sessions are commonly used to re-train skills that did not maintain at criterion levels. The current project assessed the maintenance of caregivers' skills following a training package used to teach three behavior management techniques (use reinforcement, pivot, protect-redirect) at a large, residential care facility. Procedures were developed to assess caregivers' maintenance of the three behavior management techniques using a pre-test- post-test design. If needed, skills were re-established using 5-20 minute booster sessions. The results showed that time between post-test and maintenance did not seem to have a strong effect on maintenance scores. In general, post-test scores were somewhat indicative of maintenance scores, and patterns were most apparent across tools.
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Watkins, Simon A. C., and res cand@acu edu au. "An Exploration of How Some Staff Members Perceive Catholic School Renewal in Some Primary Schools in the Catholic Diocese of Rockhampton." Australian Catholic University. School of Educational Leadership, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp106.11092006.
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For the last forty years, since the end of the Second Vatican Council, the Catholic Church has been committed to renewal. In Queensland, Catholic schools have responded to this commitment by undertaking cyclical renewal processes since the early 1980s. The focus of this research was the process of Catholic School Renewal in the Catholic Diocese of Rockhampton, Queensland, Australia. The review of the literature focused on literature relating to school effectiveness and school improvement internationally and nationally, as well as Catholic School Renewal in Queensland generally and the Catholic Diocese of Rockhampton specifically. The following research questions focused the research design: 1. How is the process of Catholic School Renewal a source of potential growth? 2. How does the process of Catholic School Renewal ensure quality Catholic education? 3. How is the process of Catholic School Renewal a useful quality assurance tool? The epistemological stance adopted for the research was constructionism. The research paradigm adopted was interpretivism with social interactionism as the selected orientation. As case study is congruent with an interpretivist tradition of research it was adopted as a useful way of gaining insight into the perspectives of the participants. The case was comprised of some staff members who worked in one of four Catholic primary schools situated in three of the four regions of the Catholic Diocese of Rockhampton. Data collection took the form of semi-structured interviews and a survey questionnaire with the data being analysed using the constant comparative method. The study concluded that the process of Catholic School Renewal in the Diocese of Rockhampton is a useful quality assurance tool which helps to ensure quality Catholic education. Whether or not the process is a source of growth is dependent on a number of factors, paramount among which is the approach and ability of the Regional Supervisor of Schools. There were six major recommendations arising out of the research. These related to: 1. Ensuring the Regional Supervisor of Schools has certain attributes and knowledge. 2. Inservicing school staff on the purpose and nature of Catholic School Renewal. 3. Providing External Validation Team members with adequate inservice. 4. Permitting more involvement of the school principal in the process. 5. Initiating a review of the process of Catholic School Renewal in the Catholic Diocese of Rockhampton. 6. Rockhampton Catholic Education continuing to use the process.
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Chikumbi, Charity Nonde Luchembe. "An investigation of talent management and staff retention at the Bank of Zambia." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1611.
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There is no question that effective talent management requires a well-defined process. Talent management includes all talent processes needed to optimise people within an organization. The processes include: attracting, recruiting targeted selection, performance management, succession planning, talent reviews, development planning and support, career development, and workforce planning. The hired employees should be developed to mould into the organization culture so that they support the vision and mission of the organization. Retention of key employee is critical to the long term success of business as it ensures customer satisfaction, product sales, and satisfied co-workers, reporting staff, effective succession planning and a deeply embedded organisational knowledge and learning culture. iii The research problem in this study was to investigate how successfully Talent Management and Employee Retention strategies been implemented at the Bank of Zambia. To achieve this objective a comprehensive study was undertaken on talent management and employee retention. The study involved conducting a literature survey to understand the processes that are necessary for implementation of talent management and employee retention in an organization. An empirical study was later conducted to investigate whether the processes of talent management and employee retention have been successfully implemented at the Bank of Zambia. The survey was compared to the literature review to determine whether the Bank of Zambia complied with the findings in the literature review. The main findings from this research are that for talent management to be successful, the initial step of planning right from the strategic point of aligning to talent goals to business goals through to succession planning should be well conducted. This process needed special attention. As much as the empirical study showed a case of progress towards engagement, there was concern raised regarding job security. Some employees perceived that they were insecure in their job. Compensation and rewards were also perceived to lack equity in their distribution and that promotion and career progression were below expectation for may employees The final observation from the investigation was that the organizational culture was not well adopted by respondents. . Employees perceived that the culture did not support innovation and the rewards system did not provide incentives for better performance.
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Wilson, Krystal L. "Determining the Critical Elements of Evaluation for University Advancement Staff: Quantifiable and Nonquantifiable Variables Associated with Fundraising Success." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2565.
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As funds dwindle and costs rise university advancement staff have been given higher fundraising goals to meet the needs. In addition, university advancement staff have received pressure to review and lower the costs of fundraising to become more efficient (Drezner, 2011). To enable university advancement staff to attain goals, advocate for resources, or enhance processes, university advancement staff are challenged to measure their effectiveness. However, the process of measuring university fundraising success is unclear as there are many variables to consider and several ways to determine success. For this study the Delphi Technique (Hsu & Sanford, 2007) was used with 3 rounds of questionnaires. Seventeen experts of fundraising analytics were asked to identify both quantifiable and nonquantifiable variables that should be included in a comprehensive model to determine success in university fundraising. Findings include quantifiable measures such as return on investment, growth in giving reports, new and recaptured donors, and fundraiser performance and activity metrics. In addition, findings include nonquantifiable measures such as institutional and environmental forces were identified by the participants as critical components to comprise in a comprehensive model. Further findings include a variety of other metrics, both quantifiable and nonquantifiable, that were identified by the participants as critical components to comprise in a comprehensive evaluation model.
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Cooper, Eric James. "A design for improving school effectiveness through the implementation of a program that integrates assessment, instruction and staff development /." Access Digital Full Text version, 1985. http://pocketknowledge.tc.columbia.edu/home.php/bybib/14370542.
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Anuwongse, Amatyakul McCarthy John R. "Officer perceptions of effective teaching characteristics of instructors in the Naval Command and Staff College of Thailand." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633408.
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Thesis (Ph. D.)--Illinois State University, 1996.Title from title page screen, viewed May 18, 2006. Dissertation Committee: John R. McCarthy (chair), Larry D. Kennedy, Marcia D. Escott, Lemuel W. Watson. Includes bibliographical references (leaves 77-81) and abstract. Also available in print.
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Flores, Karen Rocio, and Megan Lee Urquidi. "WHAT IS THE PERCEIVED EFFECTIVENESS OF THE ON-CAMPUS SERVICES FOR STUDENTS WHO STRUGGLE WITH SUBSTANCE USE BASED ON THE PERSPECTIVES OF THE STAFF MEMBERS?" CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/885.
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There is an increased risk in college aged students to engage in problematic substance use. The culture and perceived college experience endorse substance use, whether it is through alcohol, marijuana, or other related drugs. Students are susceptible to these behaviors that can later turn into addictions. Literature supports that this population benefits from the availability of on-campus support groups and services related to substance use. This study provides insight into the perceived effectiveness of campus-based services that are directed to assisting students with substance use. More specifically, this study explored the views of staff members that deliver these services in order to gain insight about how students benefit from accessing these resources. The data was gathered by conducting face-to-face interviews in which responses were audio recorded on an electronic device and later transcribed into transcripts. The transcripts were analyzed and coded for themes and concepts that surfaced throughout the participants’ responses. The results obtained demonstrate significant aspects of how services can impact the student’s struggles with substance use. Ultimately, this research builds on the need for this population to have campus-based services accessible and the importance of integrating social work practice to further assist them.
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Christianson, Amy Nadine. "Assessing and improving the effectiveness of staff training and warning system response at Whakapapa and Turoa ski areas, Mt. Ruapehu." Thesis, University of Canterbury. Geological Sciences, 2006. http://hdl.handle.net/10092/1271.
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Ruapehu is an active volcano located on the North Island of New Zealand, with the most recent major eruptions occurring in 1945, 1969, 1975, and 1995/96. Ruapehu is also home to the three major North Island ski areas, Whakapapa, Turoa, and Tukino. Because of the high frequency of eruptions, there is a significant volcanic hazard at the ski areas particularly from lahars which can form even after minor eruptions. Most recently, lahars have affected Whakapapa ski area in 1969, 1975, and 1995/96. The most significant risk at Turoa is from ballistic bombs due to the proximity of the top two T-Bars to the crater. Ash fall has also caused disruption at the ski areas, covering the snow and causing damage to structures. There is yet to be a death at the ski areas from a volcanic event; however the risk at the ski areas is too high to be completely ignored. The ski areas at Whakapapa and Turoa are currently operated by Ruapehu Alpine Lifts (RAL), who have been significantly improving their commitment to providing volcanic hazard training for their staff and preparing for handling a volcanic eruption. RAL is joined by the Institute of Geological Sciences (GNS) and the Department of Conservation (DoC) in trying to mitigate this risk through a range of initiatives, including an automated Eruption Detection System (EDS), linked to sirens and loudspeakers on Whakapapa ski areas, as well as by providing staff training and public education. The aim of this study was to provide RAL with recommendations to improve their staff training and warning system response. Staff induction week at both Turoa and Whakapapa ski areas was observed. Surveys were distributed and collected from staff at both ski areas, and interviews were conducted with staff at Whakapapa ski area. Data obtained from staff interviews and surveys provided the author with insight into staff's mental models regarding a volcanic event response. A simulation of the warning system was observed, as well as a blind test, to collect data on the effectiveness of training on staff response. Results indicated permanent and seasonal staff were knowledgeable of the volcanic hazards that may affect the ski areas, but had differing perspectives on the risk associated with those hazards. They were found to be confident in the initial response to a volcanic event (i.e. move to higher ground), but were unsure of what would happen after this initial response. RAL was also found to have greatly improved their volcanic hazard training in the past year, however further recommendations were suggested to increase training effectiveness. A training needs analysis was done for different departments at the ski areas by taking a new approach of anticipating demands staff may encounter during a volcanic event and complementing these demands with existing staff competencies. Additional recommendations were made to assist RAL in developing an effective plan to use when responding to volcanic events, as well as other changes that could be made to improve the likelihood of customer safety at the ski areas during an eruption.
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Potter, Michael Ross. "Striving for Balance: An Exploration of Regulatory Effectiveness in Financial Services Regulation, 1989 to 2008." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/27950.
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Financial services regulators are tasked with balancing the conflicting roles of empowering and policing their regulated communities. In order to be effective, agencies must be able to accomplish both tasks. This analysis examines several determinants of effectiveness among U.S. bank regulators. Using statistical and narrative analyses, it examines factors that have contributed to the regulatory effectiveness of the National Credit Union Administration, Office of the Comptroller of the Currency, and Office of Thrift Supervision. The study focused on the relationships between regulatory ability to prevent failures and influences including agency longevity, ability to manage complexity, appointee and staff qualities, mission stability, regulatory style, and resources. Agency longevity and resources had the greatest impact on effectiveness among the cases that were examined. Additionally, this study proposes a typology that suggests that more effective regulators are able to balance information from their regulated communities with a public interest orientation. This allows them to have current information regarding emerging regulatory issues but also to avoid becoming too reliant on their supervised institutions for information.Ph. D.
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Davies, Clinton John. "The effectiveness of a choice intervention staff training program : providing choice to adults with a moderate disability during a leisure activity /." St. Lucia, Qld, 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17673.pdf.
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Skehan, Terry. "An examination of the effectiveness of training staff to offer leisure choices to people with intellectual disabilities who are non-verbal /." [St. Lucia, Qld.], 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17717.pdf.
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Al-Shammari, Mishal Okla. "Investigating academic staff members' perspectives of the effectiveness of the use of e-learning skills in teaching in Saudi Arabia universities." Thesis, Durham University, 2016. http://etheses.dur.ac.uk/11479/.
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Higher education institutions in many countries around the world are facing serious challenges from expansion, leading to a number of developments in the process of integrating information and communication technologies into university practices. E- learning is a revolutionary development that is fast becoming one of the most popular learning environments in the field of education in most universities globally, including in Saudi Arabia. In recent years, the Kingdom of Saudi Arabia (KSA) has witnessed an unprecedented growth in higher education as a result of the increasing pace of advances in technology and especially developments in the use of E-learning at University level. This research investigated male academic staff members’ perspectives of the effectiveness of the use of e-learning skills in teaching at four Saudi universities. It also provides insight into faculty members' attitudes towards the use of E-learning in the teaching and learning process, and their visions of possible and preferred usage of ICT in education in the future. In order to answer these questions, the study used a mixed method design combining a quantitative research approach with academic staff members (questionnaires), and a qualitative approach research with administrative staff and policy makers (interviews). The analysis of 375 questionnaires by academic staff members was complemented with semi-structured interviews of administrative staffs and policy makers at university level, in order to validate the questionnaire results and to gain a deeper insight in supporting the interpretation of the data so as to understand the research problem. Validity and reliability of the questionnaire were checked and statistical treatments such as percentages, means, frequencies, standard deviation and analysis of variance (ANOVA) were conducted. The results indicated that academic staff members have positive attitudes towards the using of E-learning in their teaching and the educational process, with positive agreement in all three dimensions covered by the research. Significant variables within this positive rating included academic qualification and years of academy experience. This means that length of experience is important. Overall, the study shows the enthusiasm of academic staff members in terms of their motivation for the use of E-learning in their teaching, through their responses to the questionnaire. In addition, the study identifies several obstacles indicated by faculty members, which can be regarded as being at university level such as the absence of an institutional policy for e-learning. A number of other obstacles were identified, including such as a lack of integration of technical support, lack of support in instructional design for E-learning and lack of adequate training in the use of E-learning techniques. The study concludes with some recommendations, to find suitable and more effective solutions as well as suggestions for future research.
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Adey, K. R. "Methods and criteria for the selection of teaching staff for appointment to posts in secondary schools with special reference to head of department appointments : A study of practice in one local education authority." Thesis, University of Wolverhampton, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383616.
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Weston, Dawn M. "Study of student perceived effectiveness of the delivery of distance education instruction at the United States Army Command and General Staff College." Diss., Manhattan, Kan. : Kansas State University, 2010. http://hdl.handle.net/2097/3575.
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Dawkins, A. "Active authority or latent legitimacy? : the perceived impact of the institutional visibility of the university governing body amongst staff on governance effectiveness." Thesis, University College London (University of London), 2015. http://discovery.ucl.ac.uk/1473499/.
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The thesis adopts a contingent constructionist approach to examine university governing body visibility amongst staff, as an unexamined factor in the literature. Institutional visibility includes the profiling and projection of the formal, collective actions and decisions of the board within the university, through to less formal exchanges and encounters of governors in the university setting. The perceived impact of these activities on the board's effectiveness, including the performance of its accountability, stewardship and strategic responsibilities are explored. Five key dimensions to institutional visibility are identified, in: supporting the board's formal accountabilities; enabling board interaction with staff; facilitating organisational change; influencing relations between the board and senior management, and modelling and manifesting university mission and values. The qualitative mixed methods approach comprises discourse analysis of online role descriptors of the board, followed by semi-structured interviewing of board secretaries and two vice-chancellors across the HEIs in the sample. The research found that governor visibility through interaction with staff outside the 'boardroom' was perceived as a key contributor to board effectiveness, ahead of the display and disclosure of formal transactions and decisions as markers of the board's accountability. Deeper engagement as enabled by institutional visibility included governors' input to strategic initiatives and 'facework' (Giddens, 1990) encounters with academic board and departmental staff. The research recommendations include strengthening internal university communications on the outcomes of board decisions and the publication of news features on the backgrounds, motivations and contributions of governors. A more embedded approach is proposed for senior management to enlist governors at the developmental stages of strategic projects, to provide independent expertise and assurance to these. Increased opportunities for co-visibility and engagement between governing bodies and academic boards or senates were also favoured outcomes of visibility. Beyond my professional practice, the recommendations are applicable to sector-wide guidance on governance policy and practice.
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Ng, Lai-tuen, and 吳麗端. "An application of the organization model of social group work practicein dealing with those secondary school students perceived as'problematic' by teaching staff." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31247969.
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Ng, Lai-tuen. "An application of the organization model of social group work practice in dealing with those secondary school students perceived as'problematic' by teaching staff /." [Hong Kong : University of Hong Kong], 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12341460.
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Sayer, Jane Louise. "Challenging behaviour : a cluster randomised controlled trial of the effectiveness of a staff training package in the assessment and treatment of challenging behaviour." Thesis, King's College London (University of London), 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419463.
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Mukono, Coleen. "Perceptions of administrative staff, teachers, students, and support teams of the effectiveness of single-gender education at an inner city school in metro Atlanta." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2007. http://digitalcommons.auctr.edu/dissertations/3697.
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The purpose of the study was to investigate the administrators, teachers, students and support teams perceptions on the effectiveness of single-gender classes on student academic performance, attendance, discipline, and teacher student support teams. The study used both quantitative and qualitative data. Interviews focused on four independent variables related to student behavior: academic performance, attendance, discipline, and teacher-student support relationship. In addition, data were gathered by conducting surveys of teachers and students perceptions in terms of students in regards of academic performance, attendance, discipline, and teacher-student support relationship. The sample population was 77 students and 16 teachers from one school. The demographic variables for teachers were grade level, years of experience, and higher degree earned. Student demographic variables were age, gender, previous school, and whether or not they attended summer school. Pearson correlations indicated that there were no significant relationships among teacher and student demographics and their perceptions of students’ academic performance, attendance, discipline, and teacher-student support relationship. However descriptive data, although not significant, showed that teachers tend to have higher perceptions of the effectiveness of single-gender classes. An analysis of variance (ANOVA) indicated that there is a significant difference between teachers and students in regards to the effectiveness of single-gender classes in term of teacher-student support relationship, F(92)=4.64, p=.034. However, further observations of teachers and students indicated that they shared a neutral to somewhat agreeable perception of the effectiveness of single-gender classes in terms of academic performance, discipline, and attendance. Teachers tended to have higher mean, although not significant, than students. Further analy sis indicated that there was no significant difference between male and female students in regards to the effectiveness of single-gender classes. Both male and female students tended to share a neutral to somewhat agreeable sentiment on the effectiveness of single-gender classes on academic performance, discipline, attendance and teacher-student support relationship. However, male students tended to have higher mean than females, although not significant. The qualitative analysis of the interviews and written comments indicated that administrators, teachers, support teams and students tended to favor single classes.
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Rogerson, Christine Fiona Jane. "To e-learn or not to e-learn: an investigation into the efficacy, efficiency and effectiveness of converting compulsory staff training from classroom to computer." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/13219.
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The purpose of this dissertation was to describe the introduction of an online course to replace the current classroom-based staff training. The long term objective was to measure the efficacy, effectiveness and efficiency of the online training, and to establish whether a transfer of knowledge back to the workplace had occurred. This dissertation defines the relevant and persisting organisational concern that the previous training on offer was not efficient and not always effective either. The in depth literature review of e-learning implementations, success factors and barriers to adoption is followed by the discussion of the research philosophy and objectives. Action Design Research (ADR), a combination of Action Research and Design Research, was the research methodology chosen as it was deemed a good fit to address an actual problematic situation, in an organisational setting, by building an innovative IT artefact. This artefact addressed not only organisational and practitioner concerns, but also produced learning and academic theory. The implementation of the alpha and beta versions of the online course is then described. The results of the implementation and the link to both the ADR principles and the e-learning literature are discussed in detail. This research sought to address the core of the IS discipline by bringing an artefact into existence that would solve a need in the real world, and at the same time respond to calls from practitioners to provide practical solutions. The result was a tailor-made, in-house training course which facilitated the empowerment of the trainees whilst enhancing their knowledge and skills regarding the finance reporting system. This dissertation may be of interest to practitioners or organisations contemplating implementing online training courses, particular those seeking to further their knowledge regarding the efficacy and sustainability of computer-based learning in the workplace. Researchers may be interested in the use of ADR as an effective methodology. Future research could be undertaken concerning interaction in the organisational training environment, such as whether a “Q&A” type of interactive contact is more appropriate in the workplace than a discussion board, as well as the role job responsibility plays in both motivation and successful online training outcomes.
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Sapien-Melchor, Rebecca Ruth. "Secondary special education teachers of Hispanic students with mild to moderate learning disabilities who are English language learners : their sense of efficacy and staff development needs." Scholarly Commons, 2000. https://scholarlycommons.pacific.edu/uop_etds/541.
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Research indicates that a teacher's sense of efficacy or capacity to teach directly affects student-teacher interaction and student achievement. Recent demographic changes affecting California public schools require educators to rethink teacher training to meet linguistic, cultural, and academic needs of an increasingly diverse population, especially teachers who directly instruct Hispanic students with mild to moderate learning disabilities who are English language learners. This study examines and analyzes the sense of efficacy of secondary special education teachers of the study population and determines their staff development needs. Thirty-six Sweetwater Union High School District Special Day Class and Resource Specialist teachers participated in the study. They completed demograpihc, teacher efficacy, and staff development questionnaires, which investigated these needs in three areas: (a) pedagogy, (b) crosscultural awareness, and (c) language acquisition. Vll Eleven ofthe 36 teachers participated in a structured interview. Traditional quantitative and qualitative methods of analysis were used. For each questionnaire item, descriptive statistics, including means, standard deviations, and frequencies were calculated. The qualitative data analysis, QSR NUD.IST (Non-numerical Unstructured Indexing Data) program was used for final analysis of interview transcripts. Respondents of the Teacher Efficacy Questionnaire reported a high sense of efficacy with little variance across questionnaire items regarding personal and professional efficacy. Teachers reported a high sense of efficacy on pedagogy, crosscultural awareness, and language acquisition. Respondents also reported satisfactory preparation in awareness, knowledge, and application level training in pedagogy, crosscultural awareness, and language acquisition provided by the local district. Classroom technical assistance and collaboration received poor ratings. Correlation results between teacher efficacy and staff development revealed no significant relationship. Teacher interviews revealed that current staff development practices seem unconnected to daily classroom practice. Recommended for future investigation is a research-based staff development program which focuses on narrowing the achievement and equity gaps for these students.
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Mcwatts, Susheela. "Job satisfaction and organisational commitment: a comparative study between academic and support staff at a higher education institution in the Western Cape." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
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Research suggest that increasing employee commitment and satisfaction impacts on employee productivity and job performance, and has implications for job related behaviours such as absenteeism, turnover and tardiness. Moreover, literature also suggests that downsizing and cost-cutting negatively impacts on the satisfaction and commitment of employees and impacts on the effectiveness of organisations. The contention is that in order to reconcile the need to achieve high quality and organisational effectiveness in an environment of declining per capita resources and change, it will be necessary to secure a high level of commitment and satisfaction from all those employed in the higher education sector. This study sought to investigate the factors that produce commitment and satisfaction in academic and support staff respectively and to understand any important similarities and differences that may exist.
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Aksit, F. Tijen. "A Comparative Case Study On School Effectiveness Characteristics Of Two Private High Schools In Ankara." Phd thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/3/12607052/index.pdf.
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This study aimed at exploring the school effectiveness characteristics of two high schools, one with high (School A) and one with low (School B) levels of placement ratio in ÖSS for their graduates, to observe their characteristics as perceived by their stakeholders (students, teachers, parents, school administrative staff and managers). In this study, a comparative pre-structured case study method was employed. The study was conducted in two private high schools in the province of Ankara, Turkey. The participants were 10 students, 10 teachers, 10 parents, 2 non-academic staff and 3 administrators from School A, and 10 students, 10 teachers, 7 parents, 3 non-academic staff and 2 administrators from School B. A framework drawn by the researcher as a result of review of relevant literature was used to conceptualize the study and to guide the interview schedules to collect data. According to this framework, six general areas in effective school literature were explored. These areas were academic emphasis, organization and administration, school climate, home-school relations, teaching staff, and physical and financial resources. The data collected through semi-structured interviews were analyzed using content analysis technique. The findings revealed that two case schools had major differences almost in all areas explored. The only major similarity between two schools was in the leadership and leader qualities under organization and administration area. The effective school characteristics of the school with high levels of placement ratio in Ö
SS, in all six areas explored were added to the conceptual framework drawn at the beginning of the study.
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Nilles, Tracy. "An Intraorganizational Study of Communication Effectiveness at United Way of America: How Effective is United Way of America National Corporate Leadership Staff at Communicating to Local United Way Campaign Professionals?" TopSCHOLAR®, 1996. http://digitalcommons.wku.edu/theses/813.
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The researcher examines communication effectiveness within the National Corporate Leadership program, which is a service provided by United Way of America. The UWA NCL program is designed to work with local United Ways to increase contributions at their locales. I attempted to determine whether or not the UWA NCL staff respond to telephone calls promptly, are helpful when contacted, and provide adequate levels of communication to local campaign professionals, and are perceived as beneficial. Local United Ways are classified by metro size (IXI) based on amount of funds raised and are grouped geographically into five regions of the country. For this study, only those local United Ways that raised more than $2 million were selected. Literature from previous research of United Way and other philanthropic organizations and research on gender and proximity are reviewed. One hundred and twenty-five local United Way campaign professionals were contacted through telephone interviews. The data were compiled and analyzed to determine whether proximity, region, size of the local organization, and gender, age, and tenure of the campaign professional affected respondents' satisfaction with UWA NCL services. Distance and region of the country were found to be irrelevant to the four dependent measures of communication effectiveness - promptness, helpfulness, level of communication, and benefit to the local organization. While correlations between size of the organization and communication effectiveness were low, there were significant differences between two of the five metro sizes on measures of helpfulness and level of communication. There were no significant differences in means on the dependent measures associated with gender, age, or the number of years the respondents had worked in the United Way system. Future research topics are suggested.
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Sung, Huei-Chuan (Christina). "Evaluation of the implementation of a preferred music intervention for reducing agitation and anxiety in institutionalised elders with dementia." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16410/.
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There is some evidence about the efficacy of preferred music on agitation in elders with dementia; however, little is known about its effectiveness on agitation when implemented by nursing staff in long-term care facilities. Even less is known about use of preferred music for managing anxiety in those with dementia. This quasi-experimental study aimed to evaluate the implementation of a preferred music intervention delivered by nursing staff on agitation and anxiety of institutionalised elders with dementia. The sample comprised of 57 elders with dementia residing in two building complexes which provided similar care routines and staffing in a large Taiwanese residential care facility. These two building complexes were randomly assigned as the experimental and control group. Nursing staff in the experimental group received a facilitation program to prepare them for implementing the preferred music intervention; whereas nursing staff in the control group received no facilitation program. The music intervention based on each resident's music preferences was then provided by the trained nursing staff for 32 experimental residents twice a week for six weeks. Meanwhile, 25 residents in the control group only received the usual standard care without music. All residents were assessed by Cohen-Mansfield Agitation Inventory (CMAI) for overall and three subtypes of agitated behaviours and by Rating of Anxiety in Dementia for anxiety at baseline and week 6. Additionally, the modified CMAI measured the 30-minute occurrence of agitation at baseline, session 4, and session 12. The results indicate that institutionalised elders with dementia who received six weeks of preferred music intervention implemented by trained nursing staff had significant reductions on overall, three subtypes of agitated behaviours, anxiety, and 30-minute occurrence of agitation over time compared to those who received the usual standard care without music. Preferred music shows promise as a strategy for reducing agitation and anxiety in those with dementia when implemented by trained nursing staff. Such intervention can be incorporated into routine activities to improve the quality of care provided by nursing staff and the quality of life of those with dementia in long-term care settings. Our study results provide clinically relevant evidence which contribute to closing the gap between research and practice.
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Zelenková, Michala. "Analýza efektívnosti metód výberu zamestnancov v organizácii." Master's thesis, Vysoká škola ekonomická v Praze, 2014. http://www.nusl.cz/ntk/nusl-201831.
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The diploma thesis deals with the efficiency of the methods of selection of employees in the company Tesco Stores ČR a.s. The main aim of this thesis was to analyse the methods of recruitment which were introduced to the company and evaluate if their impact on the selection process and the quality of the candidates is positive. Academic research provided a theoretical framework for solving recruitment problems and subsequently were determined performance indicators which were applied to the selection process of employees. Based on the data from internal documents, interviews and questionnaire was analysed the effectiveness of recruitment methods in the company. The obtained data allowed to identify strengths but also weaknesses in the method of selection and recruitment process. The results of the analysis led to recommendations which implementation shall lead to elimination of the identified weaknesses and to ensure full satisfaction of managers and candidates with recruitment.
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Lehyani, Fatma. "Impact de la gestion des connaissances et de la gestion de la qualité totale sur l'efficacité du personnel et sur la performance des chaines logistiques." Thesis, Université Grenoble Alpes (ComUE), 2019. https://thares.univ-grenoble-alpes.fr/2019GREAI089.pdf.
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L’objectif de cette thèse est d’étudier l’impact du KM et du TQM sur l’efficacité du personnel et sur la performance du SC à travers une enquête menée auprès des entreprises Tunisiennes. Ainsi, 206 réponses ont été collectées et analysées à l’aide du logiciel “SPSS V24”. Le dépouillement de ce questionnaire a permis d’identifier un modèle conceptuel et de réaliser une analyse par la Méthode d’Equation Structurelle “MES” par le logiciel “AMOS V24”. Les résultats obtenus montrent que le TQM et le KM ont un impact positif sur l’efficacité du personnel. De même, le KM et l’efficacité du personnel ont un impact positif sur la performance du SC. Néanmoins, le TQM n’a pas un impact direct sur la performance du SC, mais il existe un impact indirect via son impact sur l’efficacité du personnel. Par ailleurs, et à travers l’application d’un modèle mathématique non linéaire “LINGO version 18.0”, on a constaté que les stratégies les plus importantes pour maximiser la performance de la chaîne logistique et l’efficacité du personnel avec un budget de 25 milles dinars Tunisien sont les stratégies suivantes: leadership, gestion des ressources humaines, acquisition des connaissances, création des connaissances, application des connaissances, partage/ transfert des connaissances, capitalisation des connaissances. Cependant, les stratégies les moins importantes sont la gestion des processus, l’analyse de l’information et l’amélioration continueThe objective of this thesis is to investigate KM and TQM impact on staff effectiveness and SC performance through a survey of Tunisian companies. Thus, 206 responses were collected and analyzed using “SPSS V24” software. The analysis of this questionnaire allowed to identify a conceptual model and to realize an analysis using the Structural Equation Method with the software “AMOS V24”. The obtained results show that TQM and KM have a positive impact on staff effectiveness. Similarly, KM and staff effectiveness have a positive impact on SC performance. However, TQM has no direct impact on SC performance, but there is an indirect one via its impact on staff effectiveness. In addition, and through the application of a non-linear mathematical model "LINGO version 18.0", it has been found that the most important strategies for maximizing supply chain performance and staff effectiveness with a budget of 25 Tunisian Dinars are the following strategies: leadership, human resource management, knowledge acquisition, knowledge creation, knowledge application, knowledge sharing / transfer, knowledge capitalization. However, the least important strategies are process management, information analysis and continuous improvement
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Hung, Hsien-Yu, and 洪&;#36114;瑜. "Training Cognition, Attitude and Effectiveness of Government New Staff." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/55031633904832012867.
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碩士國立中興大學
國家政策與公共事務研究所
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The purpose of the research is to probe into training cognition, attitude and effectiveness of government new staff. The purposes of this study are presented as follows: First, this study intends to survey the present situation of government new staff training cognition and attitude. Second, this study tries to examine training effectiveness for qualified examinees. Third, this study aims to explore the influence of training cognition, attitude and effectiveness on the participants during the training process. This study adopts the methodology of questionnaire survey, and following findings have been identified and concluded in this research: First, most newcomers regard the main objective of basic training as a social activity together with an examination procedure and pre-job training. Besides, they consider communication skills to be the most important when it comes to expected requirements. Moreover, they suppose their knowledge of basic legal intelligence will be enhanced after training. The result demonstrates that background variables make no difference in the cognition of training descriptions. However, different background variables lead to a change in the cognition of training functions, expected requirements, and cognitive requirements. Second, more than sixty percent of newcomers don’t preview related online courses and the average score for learning attitudes is below the mean. About eighty-three percent of newcomers are not eager to get a higher score. Training preparations don’t vary because of different background variables. In terms of learning attitudes, there is no significant difference in the other background variables, except that the newcomers staying in the administrative track reach higher scores than the newcomers staying in the technical track. The result demonstrates that expected scores in the training don’t vary because of different background variables. Third, the newcomers believe that the case study and discussion method is the most effective way of learning. Basic legal intelligence is regarded as the most beneficial training course for the future workplace. The response to basic training—teaching materials, lectures, courses, relationships, and performance evaluation—is mostly satisfactory. The average scores for learning effects, behavior effects and training results are above the mean. In addition, different genders result in significant differences in the response to teaching materials, lectures, and courses as well as behavior effects; different ages lead to different responses to teaching materials, lectures, and courses; different levels of education background can also contribute to the differences in relationships and learning effectiveness.