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Dissertations / Theses on the topic 'Training and education satisfaction'

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Published: 19 February 2023

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1

Morgan, Pamela Cope Wircenski Jerry L. "Adult learner satisfaction with web-based non-credit workforce training." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3937.

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2

Schmidt, Klaus. "A comparative study of traditional dual vocational training programs and non-company based training programs on educational achievement, economic outcomes, job satisfaction, and training satisfaction /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841332.

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3

Pender, Sarah. "Perceived Job Functions, Satisfaction, and Training Needs of Human Service Workers." Scholarly Commons, 1987. https://scholarlycommons.pacific.edu/uop_etds/3065.

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The purpose of this study was to obtain information about human service workers: who they are, (demographics), how satisfied they are (job satisfaction), and what they do (job functions). This information is intended to assist educators in improving paraprofessional training programs. The Human Service Worker Inventory was developed and disseminated to the experimentally accessible population, human service workers from all appropriate human services agencies (N = 13) in the Placerville area of ElDorado County, California. Research questions focused on the demographics, job satisfaction, and job functions of paraprofessional workers within these agencies. Data from the 136 returned Inventories were analyzed, and produced the following statistically significant results: Chi-square test of goodness-of-fit indicated a predominance of female human service workers. Chi-square test of independence indicated that private agency respondents both had a lower educational level and performed six referralrelated job functions less often; public agency respondents had more work experience; non-profit respondents performed more ·group counseling. Two analyses of variance (ANOVA) also provided significant results: higher job satisfaction of non-profit agency respondents and a difference in the pattern of responses to job functions. A multiple linear regression indicated that a significant positive correlation existed.
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Lane, Cathie Anne Clinical School St George Hospital Faculty of Medicine UNSW. "Optimising Australian postgraduate medical education and training in nephrology." Awarded by:University of New South Wales. Clinical School - St George Hospital, 2009. http://handle.unsw.edu.au/1959.4/44662.

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The optimal manner in which to train nephrologists has not been studied. The objectives of this research were to determine:- 1. The educational and historical basis underpinning the Australian nephrology training program. 2. The drivers surrounding a career choice in nephrology. 3. What constitutes an ???ideal??? nephrologist and how nephrologists spend their work time, thereby identifying skills and attributes to be fostered in training. 4. Impediments to training, including examination of the available workforce. Five sub studies were undertaken, utilising a combined quantitative and qualitative approach (mixed methods): 1) A national Basic Physician Trainee (BPT) questionnaire, 2) a national nephrology workforce study, and in-depth interviews of: 3) nephrology patients, 4) nephrology trainees and 5) practicing nephrologists. New findings arising from this research reveal: doctors choose nephrology as a career if exposed to the specialty in a positive manner with good role models, however, there are a range of modifiable factors that make nephrology unattractive to many BPTs; workload is high, impacting negatively on training and trainee recruitment; Nephrologists spend most time in the management of dialysis and transplant patients but have a range of other roles in day to day practice, essential information to develop a competency based training program; availability of nephrologists for training is suboptimal and will likely worsen; Patients and doctors apply and weight parameters differently when defining an ???ideal nephrologist???. Both groups believed that specialist knowledge remains an essential requirement but patients focused more on good communication skills. This research provides evidence that the training program should incorporate training in advanced communication and basic research skills and promotion of an holistic approach to patient care. There is no formal alignment of training with assessment. Trainees and nephrologists believe that feedback is critical to learning, yet the assessment process is not underpinned by sound educational principles. This can be rectified using the findings of this research in conjunction with curriculum development and performance assessment. This research should provide an approach to the examination of training that is applicable to many internal medicine specialties. Importantly, nephrology training can now be improved with sound educational principles, underpinned by the findings of this research.
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Morgan, Pamela Cope. "Adult Learner Satisfaction with Web-Based Non-Credit Workforce Training." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3937/.

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Web-based training has become a billion dollar industry in the United States. Electronically aided learning is viewed by many companies as a cost-effective way to deliver the up-to-date, up-gradable job-related training that the industry is demanding. This study sought to examine the relationship between learners’ satisfaction with online training as it relates to learner readiness, online features, and course relevance. The population for this study was adults seeking non-credit workforce training, specifically library professionals who were involved in web-based training through the Lifelong Education @ Desktop (LE@D) program at the University of North Texas, Denton. Online methods of training are used most extensively in the area of mandatory or compliance training, in which 35 % of training is conducted mostly or completely online. The total potential library population using LE@D product to date is approximately 4,000 unique enrollments nationwide. Participants were selected from a complete list of unique LE@D users over a 90-day period. A survey instrument was sent via e-mail to 514 enrollees who had completed a recent LE@D online training course. In total, 254 participants responded to the survey. Bivariate analysis of the variables using the Pearson product-moment correlation was used to determine the occurrence and strength of a relationship between each of the three independent variables and the dependent variable in order to test the three research hypotheses. A regression model was used to explain how significantly the three independent variables, that is, online features, learner readiness, and course relevance, would have an impact on learner satisfaction. Results suggest that learner awareness of issues surrounding online features, learner readiness, and course relevance have a statistically significant impact on the overall satisfaction of the Web-based training event. As companies continue to adopt eLearning as a training investment, attention should be given to the end-users experiences. Employee responses to Web-based training are important because employee satisfaction is an indicator that a company’s training investment will result in positive outcomes.
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Herzog, Valerie W. "The effect of student satisfaction on freshman retention in undergraduate athletic training education programs." Huntington, WV : [Marshall University Libraries], 2004. http://www.marshall.edu/etd/descript.asp?ref=484.

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7

Jones, M. Anita. "A Study of Satisfaction With Online Learning in Workplace Training." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2158.

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The American workplace and American culture have rapidly transitioned to online learning and are now more dependent on technology. Yet, in spite of a multitude of studies that explored online learning, it has not been established whether managers are satisfied with application of technology to training. The purpose of this study was to examine receptiveness as expressed by satisfaction with effectiveness of online training among managers to determine if a relationship exists for age, position, and length of service. The research was based on theoretical foundations of Herzberg's theory of motivation and Herzberg's theory of job satisfaction. The goal of the study was to evaluate receptiveness as reflected by managers' level of satisfaction with the use of online learning in workforce training, and the presence of age, lengths of service, or position differences in satisfaction with online training. This quantitative study used nonexperimental stepwise multiple regression analysis, based on secondary data from the 2011 Senior Executive Service survey administered by the Office of Personnel Management of the United States government (n = 4,954). Results indicated that the number of employees managed was an influential factor in determining receptiveness, and supported age, length of service, and position differences in satisfaction with online training among managers. Results linked usage and effectiveness to satisfaction with effectiveness of online training. Based on the results, managers should add or increase online training to provide greater training capability and flexibility. The application may promote positive social change as these results could better equip managers in the public sector with greater training flexibility.
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Chan, Ka Kan Erico. "Airline industry satisfaction with computer-based training : an investigation of the logic of learning in flight-dispatch training practice." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/39426/.

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This study is the first to attempt in Hong Kong to collect data about flight dispatch training for airlines. The purpose of this study was to examine the learning experiences of flight dispatchers when using different learning approaches and instructional methods for learning. In the light of an analysis of the training practices linked to the theory of adult learning, self-directed learning, learning style and learning satisfactions, we can determine the beliefs, expectations, and desires of flight dispatch trainees. This thesis argues that effective flight dispatch training goes beyond traditional instructor-centred teaching strategies (pedagogical approach). The new way of thinking about teaching flight dispatchers should also be based on adult learning theory and principles of andragogy. In addition, this thesis argues that flight dispatch training today is likely to be designed according to the needs and preferences of all stakeholders, rather than only according to the requirements of aviation regulators. The research questions are: What are flight dispatchers, trainers and flight dispatch managers' perceptions and expectations regarding the use of instructional methods and strategies currently used in flight dispatch training? What are flight dispatchers, trainers and flight dispatch managers' attitudes towards the use of computer-based training as an alternative instructional tool to replace classroom training? The research methodology adopted uses a mixed-method, sequential explanatory approach. Survey results have shown clear evidence that andragogy, self-directed learning and learning satisfaction play vital roles in the process of flight dispatch training. The results indicated that flight dispatchers' preferred mode of delivery is independent of their learning style, and classroom training had a more favorable reaction than did computer-based training, as demonstrated via quantitative and qualitative analyses. Those taking the computer-based course scored an average of 1.53 (effectiveness) and 0.65 (satisfaction) points lower than did those experiencing classroom training. The survey results did not support the findings from the literature that indicated all adults preferred self-directed learning. This study also included a qualitative analysis to address considerations of computer-based training as an alternative flight dispatch training delivery method. Although most trainees in the study said they preferred classroom training or on-the-job training, the majority felt that computer-based training was an appropriate delivery method to complement other, traditional methods of delivering flight dispatch training. Furthermore, the analysis of variances (ANOVA) for computer-based training satisfaction mean scores and generational group (novice and experienced flight dispatchers) were calculated. The results indicated that flight dispatch experience did not influence levels of satisfaction. To enhance or increase the creativity, innovativeness, and learning capacity of the workforce, a well-balanced training approach between formal classroom training, computer-based training, and on-the-job training should be encouraged in order to harness the advantages of both formal and informal learning.
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Pete, Elizabeth. "Online Training Impact on Adjunct Faculty Compliance and Satisfaction With Professional Development." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2041.

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The problem addressed by this project study was low levels of adjunct faculty compliance and satisfaction with the professional development program at a local college. The purpose of the study was to determine if an alternative delivery method would yield higher levels of compliance and satisfaction than would a traditional professional development workshop. The guiding research question was whether an alternative delivery method would yield higher levels of compliance and satisfaction than a traditional professional development workshop. The theoretical base included andragogy, self-directed learning, and connectivism. Using an experimental design, the project examined archival data concerning compliance and satisfaction for 69 adjunct faculty members who had been randomly assigned to an online (experimental group; n = 39) or on-campus (control group; n = 30) professional development workshop. A chi-square analysis showed that compliance levels were significantly higher for participants in the online professional development workshop compared to those who participated in an on-campus workshop. An analysis of variance found that the overall satisfaction level was higher for participants in the online workshop compared to those who participated in the on-campus workshop. The project resulting from the study was a policy recommendation report. Online professional development can positively influence social change by increasing adjunct faculty participation and facilitating the creation and maintenance of networks of health educators. Additionally, direct and indirect costs currently associated with traditional professional development may be reduced through the use of online professional development.
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Tarleton, A. R. "Towards self-actualization through job satisfaction : A-levels-of-work approach to occupational guidance in higher education." Thesis, University of Bradford, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.374937.

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11

Dutton, Margaret Maloy. "An Investigation of the Relationship Between Training in Cooperative Learning and Teacher Job Satisfaction." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/1142.

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The research on cooperative learning has been conducted in terms of student achievement but little is known of how training in and use of cooperative learning affects teachers. The central purpose of this study was to examine the association between training in cooperative learning and teacher job satisfaction, with special attention to the subsets of collegiality and efficacy. A second purpose was to examine how levels of job satisfaction, efficacy, and collegiality vary as a function of the following training variables: (a) setting, (b) amount of use, (c) kind of training, (d) preparation for implementation, and (e) opportunity for skill maintenance. The research was conducted via questionnaire with 129 teachers responding, which was a response rate of 71%. The questionnaire gathered data about training variables and included a 30-item Job satisfaction Survey which had subscales: 10 questions on collegiality, 15 on efficacy, and 5 on overall job satisfaction. The validity of the Job satisfaction Survey was established by pilot testing, by expert review of the questions, and by the use of an established survey as a bench mark for comparison. The research analysis involved examination of mean scores on the Job satisfaction Survey and ANOVA technique to examine the significance of variables in training and levels of job satisfaction as well as the subsets of collegiality and efficacy. Although the research did not reveal a significant relationship between training in cooperative learning and teacher job satisfaction, a significant relationship was found between several training variables and levels of satisfaction as well as collegiality and efficacy. The training variables found to be significantly associated with teacher efficacy were these: (a) use of cooperative learning at the level of seven or more times a week, (b) small group sharing and problem solving sessions for participants during training, (c) discussion with colleagues to maintain skills, and (d) the use of principal observation and feedback. The training variables found to be associated with collegiality were as follows: (a) the use of five different opportunities to maintain skills as opposed to three or fewer and (b) the use of peer coaching and feedback. Training variables associated with overall job satisfaction were: (a) small group sharing and problem solving sessions during training, (b) the use of five skill maintenance opportunities as opposed to three or fewer, and ((c) the use of peer coaching and feedback. Given the results of this study, staff development specialists should structure training to include these significant variables as sources of collegiality and efficacy as well as overall job satisfaction of teachers.
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Kim, Hae Na Kim. "The Relationship between and among Job Satisfaction, Training and Organizational Culture in South Korea's Manufacturing Industry." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1462800023.

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Bennett, Sandra M. "Exploring the relationship between continuing professional education and job satisfaction for information technology professionals in higher education." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5296/.

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The study had four main hypotheses that examined the relationships between job satisfaction and the reasons for attending continuing professional education (CPE). The purpose of this study was to examine the relationships between training and job satisfaction with the objective of adding to the body of knowledge related to both job satisfaction and training and development. Participation Reasons Scale was used to measure the reasons for attending CPE activities, and the Job in General Scale and Job Descriptive Index was used to measure job satisfaction. The surveys were administered over the Internet to information technology professionals working in higher education. The participants were contacted by email with a message explaining the purpose of the research and a Web link that took the participants directly to the survey. After collecting the data, it was exported into SPSS and analyzed using Spearman Rho and Mann Whitney U statistics and a simple structure exploratory factor to determine any underlying structures between the job satisfaction and CPE.
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McCann, Lisa Nicole. "Overall satisfaction ratings of training programs provided by the Continuing Education Center of the University of Wisconsin Stout in Region V." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999mccannl.pdf.

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Inchausti, Mary Elizabeth. "Class size reduction: Effects on teacher attitudes toward students, training, and teaching methods." Scholarly Commons, 1999. https://scholarlycommons.pacific.edu/uop_etds/2571.

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In the 1996–1997 school year, California instituted one of the most costly and far-reaching educational reforms in the nation, reducing class size to 20 to 1 in first grade classes. The following year the California legislature authorized the expansion of class size reduction up to four grades (Kindergarten through third grade). This study investigated teacher attitudes toward students, training, and teaching methods when working in reduced class size settings (20 to 1). The study used survey and in-depth interview data. In the 1996–1997 school year several questions on teaching in a reduced class size setting were included in a survey sent to all teachers in the Sacramento City Unified School District. In the 1997–1998 school year all teachers working in reduced class size settings were surveyed for this study. Over two hundred teachers (46.6%) returned the survey. Follow-up interviews were conducted with sixteen teachers. The survey data indicated that teachers felt that they were using individualized instruction, providing feedback, and monitoring student progress more because of smaller class size. Teachers were more willing to attend training in specific areas. Teachers also communicated higher expectations to students. Interview data strongly indicated that teachers were experiencing higher job satisfaction, and that they felt they had a higher level of effectiveness because of class size reduction. The results of this study confirmed the results of prior research that size reduction has a very positive effect on teacher attitudes.
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Menke, Kristen Ann. "Counseling psychology doctoral trainees' satisfaction with clinical methods training." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1988.

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Counseling psychology doctoral trainees’ satisfaction with their clinical methods training is an important predictor of their self-efficacy as counselors, persistence in graduate programs, and probability of practicing psychotherapy in their careers (Fernando &Hulse-Killacky, 2005; Hadjipavlou &Ogrodniczuk, 2007; Morton &;Worthley, 1995). Much of the extant literature related to assessing psychology graduate students’ satisfaction with their training has focused on supervision processes and has not adequately assessed other elements of training such as coursework, clinical experiences, and the learning contexts of practicum sites and program settings. Additionally, the available research is largely quantitative data based on geographically restricted samples that does not adequately explain reasons for trainees’ satisfaction or dissatisfaction. The purpose of the present study was to broadly identify factors that contribute to counseling psychology doctoral students’ satisfaction with their clinical methods training in coursework, clinical experiences, supervision, and practicum and program contexts. Eight advanced doctoral trainees from APA-accredited programs in counseling psychology were interviewed about their satisfaction with their training experiences. Data was analyzed using Consensual Qualitative Research (Hill, 2012). Results indicated that trainees generally entered programs with broad/unclear expectations, but some identified preferences for practicum settings, developing clinical skills, learning approaches to psychotherapy, and training in multicultural competence. Participants expressed higher satisfaction with courses that included multicultural content, training in theoretical approaches to therapy, and clinically-applicable content using teaching methods that included combining lecture with dialogue and experiential exercises. Diversity in clients’ demographics, presenting concerns, therapeutic modalities, and distress levels contributed to higher satisfaction with clinical experiences. Additionally, participants expressed their value for the opportunity to accrue client contact towards internship requirements. Strong supervisory relationships were most frequently identified as contributing to participants’ satisfaction with supervision. Participants expressed highest satisfaction with supervisors who conveyed care and support; were respectful, invested, competent, and experienced; provided new learning and feedback; and demonstrated multicultural competence. Practicum sites which provided an appropriate balance of training and clinical work, met trainees’ expectations for developmentally-appropriate training and clinical experiences, and fostered positive relationships between trainees and competent, invested staff members were described to produce highest satisfaction. Participants also expressed highest satisfaction when they had open, safe interpersonal relationships with faculty and felt secure in their ability to secure practicum placements in a range of settings. All participants stated they would feel more satisfied with their programs if more courses were available, but opinions varied as to the type of additional training desired. Findings are considered from the perspective of experiential learning theory (Kolb, 1984) and situated learning theory (Lave &Wenger, 1991). Implications for program faculty, practicum staff, and future research are discussed.
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Morin, Sheila Kenny. "Certified nursing assistants' satisfaction with education and training programs in long-term care facilities: A Massachusetts study." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/946.

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Moore, Maria Hruby. "The effects of two instructional delivery processes of a distance-training system on trainee satisfaction, job performance and retention." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1219864090.

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19

Terranova-Nirenberg, JoAnn. "A quantitative study investigating supervisory style, satisfaction with supervision and self-efficacy among female clinical training supervisees." Thesis, Capella University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3598484.

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This non-experimental quantitative study investigated the relationship between supervisory style, satisfaction with supervision, and the level of self-efficacy reported by the study participants. The study was based on counselor supervision theories found in the literature. The study investigated whether there was a difference between traditional and non-traditional students' perceived satisfaction with supervision and their level of reported self-efficacy. The Supervisory Style Inventory (SSI), The Satisfaction Questionnaire (SSQ), and Counseling Self-Estimate Inventory (COSE) were the instruments used in this study. The study sample consisted of 72 female doctoral level graduate students who were completing, and post-doc fellows, who had previously completed, their internship training and clinical supervision at various Association of Psychology Postdoctoral & Internship Center training sites in the United States. Correlational and regression analysis was used to investigate the questions and hypotheses one, two and three. Research question four used an Independent Sample t Test to test the difference between the variables. The results showed that there was not a significant correlation between supervisory style and satisfaction with supervision. However, there was a significant correlation between supervisory style, and level of self-efficacy reported by participants. Additional findings showed that there was not a significant correlation among traditional and non-traditional students' perceived satisfaction with supervision and level(s) of reported self-efficacy. Lastly, the research concluded that satisfaction with supervision and the level of self-efficacy reported by the study's participants, did have a significant relationship for both groups when comparing the traditional and non-traditional students who participated in this study.

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Star, Katharina L. "The relationship between self-care practices, burnout, compassion fatigue, and compassion satisfaction among professional counselors and counselors-in-training." Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618924.

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The present study examined the relationship between compassion fatigue, burnout, compassion satisfaction, and self-care among counselors and counselors-in-training. Additionally, the current study investigated if recent life changes, age, sex, race, years of experience, education level, and work/internship setting impacted counselors' and counselors'-in-training self-reports of compassion fatigue, burnout, compassion satisfaction, and self-care.

A total of 253 counselors and counselors-in-training were surveyed through a professional conference, internship classes, and email listservs. Variables were measured through the use of a demographic questionnaire, the Professional Quality of Life Scale (ProQOL 5), the Self-Care Assessment Worksheet (SCAW), and the Recent Life Changes Questionnaire (RLCQ). Pearson-product moment correlations, analysis of variances (ANOVAs), and t-tests were utilized to determine potential relationships between variables.

Results indicated that recent life changes impact both burnout and compassion fatigue. Compassion satisfaction appeared to influence burnout, but not compassion fatigue. Results also determined that burnout and compassion fatigue are positively correlated with each other.

When examining the demographic variables, results revealed that women experience higher levels of compassion fatigue than men. Burnout was found to be higher for participants who are working or interning in agency and school settings than those in private practices or hospitals. Participants in agency and school settings were also found to be associated with lower amounts of self-care than those in private practices. Nonstudent agency workers were determined to have higher amounts of compassion satisfaction with age and increased engagement in psychological self-care activities. However, self-care was negatively correlated with compassion satisfaction for participants in school settings.

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Star, Katharina L. "THE RELATIONSHIP BETWEEN SELF-CARE PRACTICES,BURNOUT, COMPASSION FATIGUE, AND COMPASSION SATISFACTION AMONG PROFESSIONAL COUNSELORS AND COUNSELORS-IN-TRAINING." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1364220500.

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22

Barcus, Sydney Anne Guarnaccia Charles Anthony. "The impact of training and learning on three employee retention factors job satisfaction, commitment and turnover intent in technical professionals /." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9797.

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23

Slaton, LaVonne. "STEM ENTREPRENEURS:EDUCATING SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) UNDERREPRESENTED MINORITIES (URM) AND NON-MINORITIES FOR JOB SATISFACTION AND CAREER SUCCESSSTEM Entrepreneurs Educating for Job Satisfaction and Career Success." Case Western Reserve University School of Graduate Studies / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=case1522675787168487.

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Barcus, Sydney Anne. "The impact of training and learning on three employee retention factors: Job satisfaction, commitment and turnover intent in technical professionals." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9797/.

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The purpose of this study is to explore the benefits of providing employee training and learning beyond the specific content covered in such interventions, and how personality constructs might moderate those benefits. Training refers to the imparting of specific knowledge and tasks. Learning involves processes and skills that support on the job learning experiences. This study builds on previous research linking training and development to increased job satisfaction, and reduced turnover intent, by considering additional factors. The relationships between independent variables training, learning, task variety and task significance and outcome variables job satisfaction, commitment and turnover intent are assessed. Personality constructs of need for achievement and growth need strength are explored as possible moderating variables. This research was conducted using archival data (N = 500) collected from technical professionals employed by fourteen organizations in the Southwest United States. Both task variety and task significance were found to significantly predict all three outcome variables. Growth need strength was found to moderate the prediction of commitment by task variety. Need for achievement was found to moderate the prediction of job satisfaction, commitment and turnover intent by training and learning. Need for achievement was also found to moderate the prediction of both commitment and turnover intent by task significance.
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Cohen, Leslie. "Educating Genetic Counseling Graduate Students: Impact of Year of Training, Learning Styles, and Use of Practice-Based Learning on Satisfaction with the Learning Environment." Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1358028760.

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26

Virago, Enid. "Death Notification Skills, Secondary Stress, and Compassion Fatigue In a Level One Urban Trauma Center." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2152.

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Abstract This quasi-experimental design study compared two small samples of Emergency medicine residents after one group had an educational intervention on death notification skills and the other did not. Comparisons were made on residents’ confidence in their communication, interpersonal skills and level of compassion fatigue/satisfaction and EM Residents’ level of Secondary Traumatic Stress after an event of patient death and subsequent notification of Secondary Patients. Residents were interviewed to gather recommendations for designing death notification curriculum. Over an eight month period, forty emergency medicine residents at two sites, control and intervention, completed surveys designed to provide quantitative data on self-confidence and stress related to recent patient deaths. Residents who participated in a death notification event completed the Secondary Traumatic Stress Scale. Interviews were conducted to gather information on the impact of the notification and recommend changes in curriculum at the experimental site. The data infer that an educational intervention on death notification skills increased residents’ confidence in their ability to give compassionate death notification to families as compared with the control group. Residents in the intervention and control group had no significant differences in their potential for compassion satisfaction. Residents who had the educational intervention showed less Secondary Traumatic Stress symptoms than their non-intervention counterparts. The intervention group showed less risk for burnout (although it would only be significant at p < 0.10). The overall conclusion is that there is some evidence for a positive effect of the intervention. However, due to the small sample size the conclusion is tentative and more research is needed to evaluate the training.
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Mitova, Mariana A. "Relationship Between Investments in Self and Post-Graduation Career Satisfaction Among Apparel and Textiles Majors." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1491579505475789.

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Reynolds, Andy S. C. "DOES CHILDHOOD PSYCHOLOGICAL ABUSE STRENGTHEN OR WEAKEN MSW SOCIAL WORKERS AND ALLIED PROFESSIONALS’ COMPASSION FATIGUE AND COMPASSION SATISFACTION?" UKnowledge, 2019. https://uknowledge.uky.edu/csw_etds/25.

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The purpose of this study is to investigate the factors of social worker and allied professional’s professional quality of life, particularly the impact of the professional’s childhood psychological abuse on compassion fatigue and compassion satisfaction scores. Variables such as perceived resilience, social support, childhood psychological abuse, evidence-based practice training, years of experience, percentage of clients with trauma narratives, and case-load number are explored both conceptually and as risk or protective factors to social worker and allied professional’s compassion fatigue and compassion satisfaction. A conceptual model is provided to visually show the direction of the proposed research. The sample to be used in this research consists of two-hundred-eighteen social worker and allied professionals in the United States who predominantly have a master’s degree or higher. A simple correlation analysis will be used to see any direct correlations between variables used in this study: childhood psychological abuse and its three components, compassion satisfaction, burnout, compassion fatigue, perceived resilience, social support and its three components, evidence-based training, education level, caseload, percentage of client trauma, and years of experience in the field. Multiple regression analysis will also be utilized in this research study to identify any relationship between the aforementioned variables and compassion satisfaction and compassion fatigue. In focusing on the research question for this study, an examination of the simple correlational matrix found, for this sample of MSW social workers and allied professionals, no significant correlation between childhood psychological abuse and compassion fatigue or compassion satisfaction. Additionally, in running two separate regression models, one for predicting compassion fatigue and one for predicting compassion satisfaction, childhood psychological abuse was not a significant predictor for this sample’s study. Findings from this study disagree with the only study that attempts to measure childhood psychological abuse of the social worker and their reaction to secondary traumatic stress (Nelson-Gardell & Harris, 2004). There are two main differences between the two study samples: education, training level, and work experience, perhaps suggesting that social workers who are master’s level educated or higher are better protected from compassion fatigue related symptomology, or that the Nelson-Gardell & Harris study’s predominantly child welfare worker sample is encountering client trauma in a way that is unique from this study’s sample. Implications from this study’s findings are explored suggesting further research into the effects of education and evidence-based training as a protective factor from the effects of childhood psychological abuse on compassion fatigue and compassion satisfaction.
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Peracchio, Anthony Stephen. "Training with Virtual Reality: The Role of Self-Efficacy and Perceived Spatial Ability." Xavier University Psychology / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=xupsy1593428888934927.

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Karaarslan, Guliz. "Fostering Pre-service Science Teachers Self Determined Motivation Toward Environment Through Satisfaction Of Three Basic Psychological Needs." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12612976/index.pdf.

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The aim of this study was to examine pre-service science teachers&rsquo
self-determined motivation toward environment and investigate how their basic psychological needs that support their self-determined motivation were fullfilled during the environmental course activities. The thesis includes two main parts: a quantitative part and a qualitative part. In the quantitative part of the study, PSTs&rsquo
motivation toward environment was measured before, after and five months later following the course activities. In the qualitative part of the study, how PSTs&rsquo
basic psychological needs were supported during the course activities was examined through multiple case study method. The study was implemented in an environmental science course. 33 pre-service science teachers who are taking the course participated in the study. Environmental problems which are Easter Island, Environment vs. Economy, Paper vs. Plastic, Ozone Depletion, Why Worry about Extinction?, Hasankeyf and Mamak Garbage Dump were discussed during the six course weeks. Five PSTs, who were chosen as a focus group, were interviewed each week after course discussions. The qualitative data were collected through interviews, discussion recordings, assignments and reflection papers. The results of the study illustrated that PSTs&rsquo
self determined motivation toward environment increased after the course activities and five months later following the course. PSTs&rsquo
negative capacity beliefs causing amotivation toward environment declined after the course activities and in follow up measurement. Finally, qualitative results of the study revealed that supporting cognitive and instructional features of PSTs during the course activities fullfilled their basic psychological needs and thus, fostered their self determined motivation toward environment.
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Costantino, Frank C. "The effects of "cross curriculum" training of hotel and restaurant management students on overall student satisfaction with curriculum : the development of the "educational satisfaction with curriculum index" (ESCI) /." Online version of thesis, 1992. http://hdl.handle.net/1850/10860.

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Rodgers, Sarah. ""Do I Have to Do It This Way?"| A Look at How Expert-Led Trainings Can Affect Paraeducators' Job Performance and Job Satisfaction." Thesis, Trinity Christian College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10811685.

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The project will consider how paraprofessionals are trained for their jobs and how this can affect how they feel about their place of employment. Paraprofessionals are called upon to provide service and care to individuals who need extra assistance. However, in order to properly perform specific parts of their jobs, they need to have proper trainings that explain how to execute these responsibilities. This project will examine how paraprofessionals are trained for their job by comparing the checklist of training required by one school’s HR department along with what is actually occurring within the classrooms they work in on a daily basis and how these trainings can affect job satisfaction based upon self-disclosure. Some of these responsibilities include taking proper academic data and behavioral data, implementing specific strategies such as when to offer an individual a break, and knowing when to give a consequence such as implementing classroom management strategies.

In this study, paraprofessionals will use rating scales to evaluate themselves and how they feel about their skills for particular tasks they complete on a daily basis such as helping students with toileting, following and implementing behavior plans, using sensory strategies, and modeling communication through the use of a communication device as well as their overall job perceptions. In addition, experts will be rating the paraprofessionals within their field of expertise, which means the Speech and Language Pathologist will rate the paraprofessionals’ performance in using communication strategies, the Occupational Therapist will rate the paraprofessionals’ use of OT/sensory strategies, the Behavior Therapist will rate the accuracy of behavior data and implementing behavior strategies, and the classroom teacher will rate the accuracy of academic data and pushing the students to become more independent within the classroom. Each expert will then lead a paraprofessional training session and provide tips and strategies that the paraprofessionals can then use when their students. Once all the trainings are completed, the paraprofessionals will rate themselves again and the experts will rate the paraprofessionals’ performance. These ratings will then be compared to the ratings conducted at the beginning of the project to determine if the trainings had any effect on the paraprofessionals’ job performance and job perceptions.

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Stafford, Keith Reginald. "Leadership Strategies to Retain Key Employees." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6281.

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Retention of key employees protects a firm's investment in its human resources. Employee retention is an issue in the insurance sector, particularly among sales employees. The purpose of this descriptive study was to explore leadership strategies used by insurance sales managers to retain key employees. Herzberg's dual factor theory and Adams's equity theory were used to explore insurance sales managers' insights into leadership strategies. Semistructured interviews were conducted with 15 insurance sales managers in southern California to elicit the strategies they used to maintain their key salespeople. Data were analyzed using the modified Van Kaam method. Seven themes emerged from data analysis: coach/mentorship, management style, unmet job expectations, pay, cost to the company, personal growth/realization of goals, and work environment. The findings from this study might contribute to positive change by providing company managers with strategies to retain key employees through improved stakeholder engagement, the longevity of workers in their communities, and enhanced corporate social responsibility encouraging companies to support local communities.
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De, Montfort Pierre Juan. "A model of co-operative education on peace support operations in Africa." Thesis, [Bloemfontein?] : Central University of Technology, Free State, 2007. http://hdl.handle.net/11462/67.

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Thesis (D. Tech.) - Central University of Technology, Free State, 2007
The focus of this study is on a Model of Co-operative Education on Peace Support Operations (PSO) in Africa. PSO are multi-functional operations involving military forces and diplomatic humanitarian agencies. They are designed to achieve humanitarian goals or a long-term political settlement, and are conducted impartially in support of a UN mandate. These include peacekeeping (PK), peace enforcement (PE), conflict prevention, peacemaking, peace building, and humanitarian operations. Since the advent of democracy in 1994, domestic and international expectations have steadily grown regarding a new South African role as a responsible and respected member of the international community. These expectations have included a hope that South Africa will play a leading role in a variety of international, regional and sub-regional forums, and that the country will become an active participant in attempts to resolve various regional and international conflicts. Peacekeeping is becoming more and more important as South Africa plays a vital role in African missions, mandates, deployment and restructuring. The core of peacekeeping operations in Africa is no longer about the deployment of armed forces, but the focus is shifting towards a more integrated approach including reconstruction, development, stability, civilian involvement and humanitarian aspects. While skills required for peace operations overlap with those required for war, there is increasing recognition that additional peace operations training is needed to successfully conduct these missions. The demand, advancement and application of peacekeeping evolve worldwide, especially in Africa, where enormous funding is being poured into local research and development, testing and training. The market for Education, Training and Development (ETD) in the field of PSO is growing, as South Africa is becoming increasingly involved in peacekeeping missions on the African continent. At present, there is no Co-operative Education programme on generic PSO on the operational/strategic level presented by any of the major universities in South Africa in order to enhance other PSO training. The objectives of this research project are in phase one: • To determine the need for and feasibility of a Co-operative Education Program on PSO. • To write a instructional design (ISD) report for a Co-operative Education Model on PSO and, • To draft possible curriculum content. • The second phase of the project could involve the development of learning material, and the evaluation of the proposed Co-operative Education Model on PSO by running a pilot programme. The principal product (output) of this research will consist out of an ISD report on a Model for Co-operative Education on PSO in Africa, presented by means of Correspondence Instruction with contact sessions. The key factors in production of the learning program include geo-political and security studies in order to create an understanding of the African battle space, PSO as presented by UNITAR POCI, the assessment of international practice with regards to PSO in order to relate the information to operations in Africa, PSO on the African continent, and Civil-Military Cooperation.
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Oliver-Scott, Dorothy Jean. "Organization leads to self-confidence and a wonderful retirement." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2569.

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The significance of the project was to answer the call of California schools in their plight to stop attrition and retain teachers. This project alone or in conjunction with other programs offered by schools/school districts gives them another tool to reach their goal of 100% teacher retention. It is the belief of this project that the problems with retention could be diminished if not eliminated, by giving beginning teachers a handbook.
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Chiang, Linda Hsueh-Ling. "A comparative study of impacts of the beginning teacher internship program on self concepts and career orientations of beginning teachers." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/720293.

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The main purpose of the study was to explore the relationships between self concepts of beginning teachers as measured before and after an internship year. The second purpose of the study was to examine whether there were significant differences between beginning elementary teachers' expectations/experiences, attitudes and views before and after a year of participation in the Beginning Teacher Internship Program. A comparison of differences in perceptions between the findings obtained from the beginning elementary teachers and their cooperating principals was also conducted.The populations for the study included 138 beginning elementary teachers and 120 cooperating principals.Nine research questions were developed and tested using the data from participants who responded to this research. The t test at the .05 level of significant difference was administered in this study.The following results were obtained:1. There were no significant differences in the self concepts of beginning teachers from before participation in comparison to those self concepts held after a year's participation in the Beginning Teacher Internship Program as measured by the Self-perception Inventory. Within the instrument, three items of 36 yielded significant differences.2. There were significant differences before the start of the internship year between the expectations (7 of 12 items), attitudes (6 of 10 items), and views (3 of 3 items) held by beginning teachers and those held by their cooperating principals. Beginning teachers held more positive expectations, attitudes and views than did their cooperating principals.3. There were significant differences in 11 of 12 items after a year's experience with BTIP between the reported experiences of beginning teachers and the observed experiences of beginning teachers as reported by their principals. Beginning teachers reported more positive experiences than their principals.4. There were significant differences between the expectations/experiences (11 of 13 items), and attitudes (6 of 10 items) held by beginning teachers before and after participation in the BTIP.The educational implications of these findings were presented. Recommendations for further research and replication were also presented.
Department of Educational Leadership
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Martins, Lara Barros. "Aprendizagem em ações educacionais a distância: fatores influentes no desempenho acadêmico de universitários." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/59/59137/tde-02102012-123253/.

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Os atuais contextos educacionais a distância ou híbridos, assentados na internet, introduzem novas formas de estudar e aprender, suscitando questões que precisam ser discutidas acerca da qualidade e efetividade da Educação a Distância (EAD). A presente pesquisa objetivou propor e testar um modelo de avaliação de ações educacionais a distância, visando identificar variáveis preditoras de aprendizagem relacionadas às características da clientela (estratégias de aprendizagem e frequência nos recursos da web) e às reações aos procedimentos instrucionais e ao tutor. A universidade parceira oferece desde 2008 cursos superiores em EAD, sendo as disciplinas semipresenciais Metodologia Científica e Economia, ofertadas a todos os graduandos da instituição. Foram aplicados virtual e presencialmente os questionários de Estratégias de aprendizagem, Reação aos procedimentos instrucionais e Reação ao desempenho do tutor, os quais, anteriormente à coleta de dados, sofreram modificações para se adequarem às especificidades dos contextos de ensino superior (validação semântica e/ou por juízes). Para constatar as evidências de validade dos instrumentos, foram realizadas análises exploratórias fatoriais (Principal Components e Principal Axis Factoring) e de consistência interna (Alfa de Cronbach). Todas as escalas são estatisticamente válidas e confiáveis. A análise de regressão múltipla padrão foi realizada para cumprir o objetivo de testagem do modelo, visando verificar a influência do uso dos recursos da web e das estratégias de aprendizagem, bem como a satisfação dos alunos com os procedimentos instrucionais e tutor, nos resultados de aprendizagem. A frequência de uso das ferramentas da web, as estratégias de aprendizagem autorregulatórias e as reações favoráveis aos procedimentos instrucionais explicaram a ocorrência de aprendizagem. Tais achados apontam para a importância do ambiente virtual de aprendizagem, das trocas de mensagens entre alunos e tutores, e do uso de estratégias que promovem o autogerenciamento da aprendizagem e autorregulação da motivação, ansiedade e atenção, na produção de bons resultados, melhorando o desempenho acadêmico dos alunos que estudam a distância. Mais estudos são necessários para sistematizar conhecimentos sobre a avaliação de aprendizagem no ensino superior mediado por tecnologias e ampliar as discussões acerca da eficácia e aplicabilidade da modalidade EAD.
The current distance or blended educational contexts, supported by Internet, introduce new ways of studying and learning, and raise questions that need to be discussed about the quality and effectiveness of distance learning. This study aimed to propose and test a distance educational assessment model to identify learning predictors related to individual characteristics (learning strategies and frequency of use of web tools) and student satisfaction with the instructional procedures and tutor. The university that participated of it offers higher education distance courses since 2008, and the blended disciplines Scientific Methodology and Economics, are offered to all the institutions undergraduates. The questionnaires of Learning Strategies, Reaction to Instructional Procedures and Reaction to Tutors Performance were applied in person and online; previously to data collection, they were modified (semantic validation and/or by judges) to suit specific higher education contexts. To check the instruments validity evidences, exploratory factor analyzes were performed (Principal Components and Principal Axis Factoring) and internal consistency (Cronbach\'s Alpha). All scales are statistically valid and reliable. Multiple regression analysis was performed to fulfill the purpose of testing the model in order to verify the influence of web resources and learning strategies as well as student satisfaction with the tutor and instructional procedures, in learning outcomes. The frequency of use of web tools, self-regulatory learning strategies and the favorable reactions to the instructional procedures explained the occurrence of learning. These findings point to the importance of the virtual learning environment, the messages sent by students, and the use of strategies that promote self-management learning and self-regulation of motivation, anxiety and attention, in producing good learning results, which improve students academic performance. Further research is needed to systematize knowledge about learning assessment in higher education mediated by technologies and expand the discussions about the e-learning effectiveness and applicability.
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38

Carson, Debra Jester. "Electroneurodiagnostic Education and Training." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1211979036.

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Hanson, Caroline E. "Athletic Training Education Reform." Otterbein University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=otbn161099572507585.

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40

Jau, Chingmin, and 趙清明. "The Effects Of Satisfaction Of Training And Education On Training Effectiveness- The Case Of An Iron Plant’s Safety Training." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/60357906911698035566.

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碩士
義守大學
管理學院管理碩士在職專班
100
The employees, who work in one of the southern steel factories, are the research targets in this study. To research the staffs’ satisfaction and effectiveness of the safety education and training. The purpose is to evaluate the effectiveness of the safety training and education. They could be the improvement references for the posterior courses. The staffs that took safety education and training during Jan.2012 to Apr. 2012 are the primary objects in this study. In accordance with the trained staffs, to research if the safety awareness increased with satisfaction and then estimate the effectiveness of education and training. The results of the study are as follows: 1.There’s a positive relationship between the satisfaction and effectiveness of the education and training. 2.There’s no positive relationship between the frequency of the education and the satisfaction and effectiveness of the education and training. 3.There’s no positive relationship between how long the employees take the education and the satisfaction and effectiveness of the education and training.
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Hwang, Yi-Ru, and 黃怡儒. "The Study of the Key Satisfaction Factor in Information Education and Training." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/43225159751008482202.

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碩士
元智大學
管理研究所
94
Because of the rise of the knowledge economy and the universal of the internet network, the mankind has already faced unprecedented changing and fast assaulting in the 21st century, it makes the mankind have to learn with a high speed and do a life-long learning. Globalization and factor of the knowledge explosion have a great impact on education and learning, especially the information education acts an important role. The relation between the satisfaction of the learners who participate in the information education training and the learning effects is an important subject for developing the personal undertaking, promoting nationals’ information accomplishments and the national competitiveness. This research firstly builds relevant theories of constructing information education and training, learning satisfaction and learning effects to demonstrate development and design the topic of the questionnaire. Taking the students in School of Continuing Education Chinese Culture University, students in Lifelong Education of Yuan Ze University, the students in School of Continuing Education Kainan University, and the students of computer continuation class to be the research object, I analyze and research that by the investigation of questionnaire. Through the researching and analyzing, I obtain the six conclusions: First, with respect to the students who participate in information education and training, they pay much attention to the content of the course the most and administration serving the least. Second, with respect to the satisfaction of the students who participate in information education and learning, they regard the course content as the highest and the administration serving as the lowest. Third, the satisfaction of students of the information education and training will have obvious difference because of students’ gender, age and education degree. Fourth, the satisfaction of students of the information education and training will have obvious difference because of students’ career, working years, the monthly income average and joining way of training. Fifth, the student''s attention degree of education and training of information will have difference of showing because of the different learning motivation. Sixth, the factor that the students of the information education and training considered most frequently whether they’d like to study or not is the teachers’ profession. According to the above-mentioned conclusion of research, I propose some concrete suggestions for the person who offers information education and training industry and the teacher who would like to do follow-up study to consult.
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CHIU, PO-SEN, and 邱柏森. "Study on satisfaction of continuing training education course for naval non-commissioned officer of military training agency." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/76g78h.

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碩士
國立高雄海洋科技大學
海洋事務與產業管理研究所
105
Taiwan is an island nation surround by the seas, Defending the coastal areas is inseparably intertwined national security and economic development. In the background of military reorganization change and reform human resource, how to implement the personnel continuing education is a core part of military education. Also, those stage are the key moments for a trained cadre of the mentality conversion and commitment. In particular, the non-commissioned officer for the country's armed forces is extremely important technology personnel and core management in the future. Therefore, how to cope with changes in the times and the concept of new cadre of leaders on the changes and to reform the military education, it is great significance and implementation in theory to military innovation and development of education, which give rise to more highly qualified non-commissioned personnel of the Navy. This study intends to release 150 questionnaires. First, NCO status of continuing education through analysis the literature and theory. Next, by means of semi-structured interviews to visit naval technical school officer continuing education business of the contractor and senior instructor of continuing education training, hoping to understand their perceptions and views of the noncommissioned officer continuing education courses. Finally, using questionnaires to analysis the trainees of non-commissioned of the continuing education. Provide naval education and training institutions to develop relevant education policies as reference.
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Tung, Pi-Wen, and 董必文. "Education and Training,Knowdledge Inertia,Performane And Customer Satisfaction Relationship-Kinmen County Fire Departmant." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/41626420659489363740.

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碩士
國立高雄大學
高階經營管理碩士在職專班(EMBA)
100
In order to understand how the training demand of the firefighters, relieving experience the firefighters had and standards of the constructive system affect the rescuing task. And whether the firefighters elevating the rescuing performance by information of technology after access the related knowledge or not has also become a critical point of rescuing process. Firefighters combine and cultivate various disaster rescue knowledge and make it becomes the knowledge for the rescue works in the future, which makes disaster rescue knowledge an advantageous tool when facing different kinds of disasters. Also, by it they improve their achievement performance, promoting the satisfaction that the general public holds for firefighters. This research is aimed to investigate the relationship between Training Program, Knowledge Inertia, Operating Performance and Customer Satisfaction. The research objects are the firefighters of Kinmen Fire Department. This research questionnaire issued a total of 300, recovery and effective questionnaire 297.The main results of this research are as follows: 1. Performance efficiency of fire fighters will be enhanced through education training. 2. Knowledge inertia will contribute to performance efficiency of fire fighters. 3. Fire fighters will not alter influence of different education training on performance efficiency due to knowledge inertia. 4. Performance efficiency of fire fighters will win the public's positive evaluation. 5. Firefighters will take the training and improve their performance and then make the public well satisfied with firefighters 6. Different fire-fighting background will make slight difference in education training, knowledge inertia, efficiency of performance and customer satisfaction. The related departments may reinforce training program, increase team work and share experience according the research results.
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Choi, Hee Jun. "The effect of problem-based video instruction on learner satisfaction, comprehension, and retention in college courses /." 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3242820.

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Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006.
Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4147. Adviser: Scott D. Johnson. Includes bibliographical references (leaves 95-104) Available on microfilm from Pro Quest Information and Learning.
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45

HSIEH, MING-HSUN, and 謝明勳. "The Impact of Strategic Education Training on Job Performance - The Moderating Effect of Work Satisfaction." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/tq5276.

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碩士
修平科技大學
人力資源管理與發展碩士班
106
The purpose of this study is to explore the impact of strategic education training on job performance, and to analyze the adjustment effect of work satisfaction. Questionnaire survey method was used to issue 400 questionnaires and 378 valid questionnaires were collected. The sample data was analyzed by SPSS 22.0 for hierarchical regression analysis. The results were as follows: 1. The strategic education training had significant effect on job performance. 2. The five sub-facets of work satisfaction consist of work itself, colleague, superintendent, salary and promotion. Superintendent play less important role on the effect of strategic education training concerning task performance. Meanwhile, superintendent as well as promotion are not significant either on the effect of strategic education training on contextual performance.
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TANG, HSIA-YI, and 湯心怡. "A study of the share decision making, job satisfaction and education training need among nursing staff." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/jt65qz.

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碩士
國立臺北護理健康大學
醫護教育暨數位學習研究所
107
In recent years, the medical care model has shifted to the health care experience of medical providers and the shared decision-making model in which patients participate in each other. The Ministry of Health and Welfare began to promote the SDM practice exercise in 2017, and nursing staff is the key to the medical team. Members should have a complete concept of the formulation and implementation of shared decisions. However, if the needs of nursing staff at work are not met, psychological stress leads to mental exhaustion, which in turn affects job satisfaction. The purpose of this study is to explore the relationship between nursing staff's shared decision-making attitude and job satisfaction, and to further understand the needs of nursing staff for shared decisionmaking education and training. It is also possible to build nursing staff to share decisionrelated education and training, and to improve the sharing of decision-making attitudes among nursing staff. Professional autonomy and job satisfaction. This study adopted a cross-sectional research design, using the nursing staff to share the decision-making attitude scale and the nursing staff job satisfaction scale, and the 60 nursing staff of a teaching hospital in the North District to sample 60 people as the research object. The research data was statistically analyzed by SPSS 22.0 statistical analysis software for descriptive statistics, independent sample t-test, ANOVA and so on. The results of the study found that: (1) Nursing staff of different age groups and working years have significant differences in sharing decision-making attitudes; (2) Nursing staff with different backgrounds did not reach significant differences in job satisfaction; (3) The shared decision-making attitude is significantly positively correlated with the job satisfaction. It is hoped that through the discussion of the results of this study, medical institutions will be encouraged to build a nursing staff to share decision-related education and training, and to improve the sharing of decision-making attitude, professional autonomy and job satisfaction among nursing staff. In the future, it can be applied to the promotion of clinical medical and disease sharing decisions. Improve the quality of overall health care.
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Huang, Ting-Yue, and 黃庭悦. "A Study on Satisfaction and Training Effect of Procument Personnel in Public Service toward Educational Training." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/33888a.

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碩士
中華大學
科技管理學系碩士班
101
“Government Procurement Act” is one of important laws established by our government. Since its implementation, the procurement procedures of the government are getting specialized. Among them, there are significant changes in term of organizational structure and operational process. Meanwhile, the Procumbent Act is the standard that procurement personnel in Public Service must follow and therefore would have certain impacts on their jobs. It is worth to discuss which competences should these procurement personnel be capable of to effectively achieve the purchasing goals and enhance the quality. In addition to being familiar with complicated procedures in respect of tender invitation, tender evaluation, award of contract, contracting, performing a contract, acceptance, payment and warranty, the procurement personnel also need to get professional knowledge regarding the content, specification and articles of procurement in order to be competent procurement personnel. For slight neglect or careless, there are not only legal responsibilities to undertake, but also people’s perspective toward the conduct and image of government would be affected significantly. Therefore, procurement personnel in Public Service depend on long-term development to attain the effects expected by all entities. The purpose of study is to discuss the satisfaction and training effect of procurement personnel in Public Service toward educational training as well as to understand the differences and related conditions among people with difference backgrounds, learning motives, willingness of participation, satisfaction and training effect of educational training. To achieve the goals above, the study adopted self-prepared “questionnaire regarding the satisfaction and training effect of procurement personnel in Public Service toward educational training” as tool and procurement personnel in Public Service as research subjects to proceed the survey. The research results found there is no significant difference in term of learning motives and willingness of participation among different backgrounds. However, it is significant correlation between the career development under learning motive significantly correlated and the satisfaction to educational training; the satisfaction of education training and personal performance as well as the personal performance and organizational performance. The conclusions and suggestions of this study are available for personnel in Public Service unit as references to promote the procurement businesses and for their procurement personnel to gain professional growth.
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Tang, Pei-Yun, and 湯珮筠. "The Impacts of Corporate Welfare and Educational Training on Employees Satisfaction." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/13119112952913326537.

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碩士
中原大學
國際經營與貿易研究所
100
Employees are the most important estate of the business and also are the key sustainable factor for the business. Businesses can realize what the employees are satisfied through the satisfaction survey . The better job satisfaction, the better performance. It will bring the better performance to the business. The good corporate welfare system can creates job satisfaction of employees. Use the money to encouraged employees can improve performance obviously but its not the only method of motivation. The purpose of this study is to discuss the impacts of corporate welfare and educational training on employees satisfaction and the relationship between corporate welfare and educational training. In the study, corporate welfare and educational training are independent variables, employees satisfaction is dependent variable. In order to get further information, 250 questionnaires have been sent out and the valid of returned questionnaires are 219. The rate of valid sample is 87.6％. To test hypothesis, we use reliability analysis, descriptive statistics analysis, correlation analysis and regression analysis by SPSS. The main results of this thesis as follows: 1.The higher satisfaction of corporate welfare, the higher employees satisfaction; two variables show positive correlation and influence. 2.The higher satisfaction of educational training, the higher employees satisfaction; two variables show positive correlation and influence. 3.There is no significant interaction effect of corporate welfare and educational training on employees satisfaction.
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49

Wen-Tang-Lin and 林文堂. "The Impact of Job Satisfaction and Training and Education Satisfaction on Turnover intentions for Registered Nurses - An Analysis of Hospital in Nantou Area." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/24288797843058661214.

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碩士
朝陽科技大學
企業管理系碩士班
89
Abstract This research is based on Two-Factor Theory to explore how “training and education” and “job satisfaction” will influence nurses’ turn over intentions. We divide “training and education” into four dimensions and “job satisfaction” into eight aspects. In each dimension, we analyze and compare both satisfaction degree and turn over intentions. This thesis focuses on nurses from four teaching hospitals in Nantou County as our research samples. From 350 pieces of survey questions, we have collected 272 valid polls, so the return rate of validity is 77.7%. Descriptive Statistics, One-Way ANOVA, Pearson correlation, and Multiple Regression, are the main research methods used in this paper. After the analysis, we find the following results: 1. Obviously, “training and education” and “job satisfaction” will affect turn over intentions. 2. In concerned of nurses, their work, different departments, superiors’ attitudes, and orientation will place the negative correlation on their turn over intentions. Therefore, the suitable work for nurses, kind attitudes of the superiors, and the proper training will reduce the nurses’ turn over intentions. Keywords Nurses, training and education, job satisfaction, turn over intentions
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50

Yang, Yong-Ran, and 楊詠然. "Study on Satisfaction of Pre-service Training Education Course For New Recruited Officer of Coast Guard Administration." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/85va3c.

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