Journal articles: 'Training and education satisfaction'

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Ronrong, Hasnawaty, Abdul Rahman Mus, and Ratna Dewi. "The Effect of Education and Training, Motivation and Discipline on Job Satisfaction and Performance of Makassar Industrial Training Center Alumni." International Journal of Research and Review 9, no. 5 (May 25, 2022): 194–214. http://dx.doi.org/10.52403/ijrr.20220527.

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Research objectives (1) To knowing and analyzing the effect of education and training on job satisfaction of Makassar Industrial Training Center alumni(2) For knowing and analyzing the influence of motivation on job satisfaction of Makassar Industrial Training Center alumni(3) For knowing and analyzing the influence of discipline on job satisfaction of Makassar Industrial Education and Training Center alumni(4) For knowing and analyzing the effect of education and training on the performance of Makassar Industrial Education and Training Center alumni (5) To determine and analyze the influence of motivation on the performance of Makassar Industrial Education and Training Center alumni(6) For knowing and analyzing the influence of discipline on the performance of Makassar Industrial Training Center alumni (7) To find out and analyze the effect of job satisfaction on the Makassar Industrial Education and Training Center alumni performance (8) To find out and analyze the influence of education and training on alumni performance through job satisfaction of Industrial Education and Training Center alumni Makassar (9) To determine and analyze the effect of motivation on employee performance through job satisfaction of Makassar Industrial Training Center alumni (10) To determine and analyze the effect of discipline on employee performance through job satisfaction of BDI Makassar alumni This study uses a quantitative approach using a survey method with a total sample of 134 respondents. The study was conducted from September to December 2021. The data were analyzed using Structural Equation Modeling (SEM) with the help of Amos Version 18.0. And SPSS Version 22.0 The results of this study indicate that: (1)Education and training have a positive and significant effect on job satisfaction (2) Work motivation has a positive and significant effect on job satisfaction (3) Discipline has a positive and significant effect on job satisfaction (4) Education and training has a positive and significant effect on performance (5) Work motivation positive and significant effect on performance (6) Discipline has a positive and significant effect on performance (7) Job satisfaction has a positive and significant effect on performance (8) Indirectly education and training have a positive and insignificant effect on performance through job satisfaction (9) Indirectly, work motivation has a positive and insignificant effect on performance through job satisfaction (10) Indirectly, discipline has a positive and insignificant effect on performance through job satisfaction. Keywords: Education, training, motivation, discipline, job satisfaction, performance.

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Carr, W. David, Elizabeth Swann, and Bruce B. Frey. "Satisfaction and Importance Factors in Athletic Training Education." Athletic Training Education Journal 4, no. 3 (July 1, 2009): 104–8. http://dx.doi.org/10.4085/1947-380x-4.3.104.

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Objective: To examine various institution and student demographics and the ratings of Satisfaction (SAT) and Importance (IMP) for several programmatic variables within Athletic Training Education Programs (ATEPs). Design and Setting: A survey of SAT and IMP ratings of programmatic variables conducted with accredited, entry-level ATEPs. Subjects: Students enrolled in their final semester/term. Measurements: Students' SAT and IMP was measured by asking students to rate, on a 10-point Likert scale, seven programmatic factors. Various institution/program (state versus private affiliation, athletic division, Carnegie classification, and university enrollment) and student (age, gender, self-reported grade point average) demographic data were collected. Results: The sample consisted of 403 students from 99 institutions. Total SAT and IMP was computed by calculating the mean score across all seven factors. An analysis of variance showed a significant difference (F2,275 = 4.25, P = .01) for SAT within Carnegie classification with master's institution students more satisfied than doctoral institution students. A repeated measures analysis found significant differences (F6,292 = 34.77, P < .001) between SAT factors with students more satisfied with instructor availability than the other factors A repeated measures analysis found significant differences (F6,292 = 53.64, P < .001) between IMP factors with the quality of instruction in the major and quality of clinical experiences rated higher than the other factors Conclusions: Our results revealed that the type of institution has a greater effect upon student ratings of SAT and IMP than the student characteristics themselves.

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Jeremiah, Andrew, Abraham (Braam) Rust, and Jeffrey Martin. "Prognosticating job satisfaction and morale determinants of public Technical Vocational Education and Training (TVET) educators." Problems and Perspectives in Management 17, no. 3 (September 6, 2019): 350–61. http://dx.doi.org/10.21511/ppm.17(3).2019.28.

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Rewards are a function of job satisfaction and morale. As a result, it is generally accepted that dissatisfaction with intrinsic and extrinsic rewards offered by the employer results in employee reduced job satisfaction and morale. This paper endeavors to contribute to an understanding of the effect of extrinsic and intrinsic rewards on the job satisfaction and resultant morale of employees in an organization. The paper focuses on a case study organization that adds value in the South African context. The paper reviews theoretical and empirical rewards literature and their relationship with the job satisfaction and morale of employees (n = 265). A quantitative research design approach which is rarely used in this type of research was adopted. A self-administered Job Descriptive Index (JDI) was utilized in collecting data. The JDI measures people’s satisfaction with five (5) different aspects of the job, which are detailed in this paper. Data were processed using Software Package for Social Sciences (SPSS) version 23. The study revealed that both extrinsic and intrinsic rewards significantly influenced the job satisfaction and morale of public TVET educators in Western Cape public TVET institutions. Besides extrinsic rewards such as pay and bonuses, intrinsic rewards such as the job itself, supervision, career progression opportunities and relationships among principals and staff, and among educators and learners were found to be also instrumental in enhancing the job satisfaction and morale of educators.

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Holiawati, Holiawati. "Effect of Skills, Capabilities, Education and Training on Accounting Information System User Satisfaction." EAJ (ECONOMICS AND ACCOUNTING JOURNAL) 2, no. 1 (April 4, 2019): 35. http://dx.doi.org/10.32493/eaj.v2i1.y2019.p35-41.

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This study aims to examine the effect of skills, abilities, education and training on the satisfaction of users of accounting information. The research method uses quantitative methods. The sample in this study were UNPAM students who worked as accounting and had received education and accounting information system training and training. The results of this study are the influence of skills on the satisfaction of users of accounting information, there is an influence on the ability of users of accounting information satisfaction and there is no influence of education and training on the satisfaction of users of accounting information.

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Sari, Kencana, Mukneri Mukhtar, and Yetti Supriyati. "EVALUATION OF EDUCATION IMPLEMENTATION OF TRAINING PIM III IN AGENCY OF HUMAN RESOURCE DEVELOPMENT." IJHCM (International Journal of Human Capital Management) 1, no. 02 (December 1, 2017): 95–100. http://dx.doi.org/10.21009/ijhcm.01.02.11.

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This study is a qualitative research aims to find out how the implementation of leadership level III training at Human Resources Development Board of Province of South Sumatera based on: (1) participant's satisfaction covers: participant's satisfaction to widyaiswara or resource person, participant's satisfaction to organizer committee service, participant's satisfaction on training materials, participant's satisfaction on training schedule, Participants on training facilities and infrastructure, and participant's satisfaction with the training consumption; (2) learning activities include: participant activity in learning process, widyaiswara activity or resource in learning process, and organizer activity of organizer in learning process; (3) changes in the behavior of alumni after returning to their respective duties, including: behavioral changes in implementing management functions, behavior change in task delegation, behavior change in coordination, and behavior change in decision making; (4) Impact of change in employment behavior of alumni to improve agency performance; and (5) Impact of change in work behavior of alumni to improve service quality of institution. Keywords: Evaluation, Educational, Training and Leaderships.

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Sari, Kencana, Mukneri Mukhtar, and Yetti Supriyati. "EVALUATION OF EDUCATION IMPLEMENTATION OF TRAINING PIM III IN AGENCY OF HUMAN RESOURCE DEVELOPMENT." IJHCM (International Journal of Human Capital Management) 1, no. 02 (December 1, 2017): 95–100. http://dx.doi.org/10.21009/ijhcm.012.11.

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This study is a qualitative research aims to find out how the implementation of leadership level III training at Human Resources Development Board of Province of South Sumatera based on: (1) participant's satisfaction covers: participant's satisfaction to widyaiswara or resource person, participant's satisfaction to organizer committee service, participant's satisfaction on training materials, participant's satisfaction on training schedule, Participants on training facilities and infrastructure, and participant's satisfaction with the training consumption; (2) learning activities include: participant activity in learning process, widyaiswara activity or resource in learning process, and organizer activity of organizer in learning process; (3) changes in the behavior of alumni after returning to their respective duties, including: behavioral changes in implementing management functions, behavior change in task delegation, behavior change in coordination, and behavior change in decision making; (4) Impact of change in employment behavior of alumni to improve agency performance; and (5) Impact of change in work behavior of alumni to improve service quality of institution. Keywords: Evaluation, Educational, Training and Leaderships.

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Sankar, Jayendira P., V. E. Kesavan, R. Kalaichelvi, Mufleh Salem M. Alqahtani, May Abdulaziz Abumelha, and Jeena Ann John. "Factors Influencing Employee Satisfaction of Educational Institutions." International Journal of Early Childhood Special Education 13, no. 2 (December 2, 2021): 327–36. http://dx.doi.org/10.9756/int-jecse/v13i2.211069.

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Generally speaking, education plays a potential role in shaping the economy. Like other organizations and education, employee development initiatives play a vital role in employee satisfaction. Therefore, this paper aims to study the influence of employee development on employee satisfaction in the education sector. Employee development is attached to empowerment, motivation, and training as independent variables. The data collected from 261 sample respondents from the education institutions of the Kingdom of Saudi Arabia. To prove the construct's hypothesis, SmartPLS 3.3.2 was utilized to analyze the measurement model and the structural model. Therefore, the study utilized the combinative PLS method that fulfills the characteristics of the model. Empowerment, motivation, and training were found to be conducive to employee satisfaction. Employee development (empowerment, motivation, and training) measures on employee satisfaction can help decision-makers emphasize their actions. The findings revealed that employee development positively influences employee satisfaction and commitment among employees in the education sector.

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Lavenburg, Philip, and Frank M. Bernt. "Training and Supporting Hospice Volunteers." American Journal of Hospice and Palliative Medicine® 29, no. 5 (October 13, 2011): 355–61. http://dx.doi.org/10.1177/1049909111423527.

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We surveyed volunteers from 8 hospices in the Delaware Valley regarding training, perceived needs, and role satisfaction. Results were consistent with previous studies: satisfaction with preservice training and with volunteering was very high; respondents reported feeling very prepared and confident about doing hospice work as a result of their volunteer training. In addition, longer volunteer preservice training was associated with higher levels of overall satisfaction with training; levels of volunteer satisfaction and fulfillment tended to be lower during the first year of volunteering; and participation in volunteer support teams was associated with finding volunteer work rewarding and with feeling a part of the hospice team. Implications for preservice training and ongoing support and education of hospice volunteers are discussed.

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Schumm, Walter R., David E. Turek, Kenneth D. Jones, and Albert “Barry” Carlton. "Comparing Learning Environments in U.S. Military Officer Education: A Brief Replication." Psychological Reports 95, no. 2 (October 2004): 604–8. http://dx.doi.org/10.2466/pr0.95.2.604-608.

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A 2003 comparative study on learning environments at two military officer training sites was replicated using different methodology. Satisfaction with learning environment and with administrative inprocessing was higher at Fort Leavenworth than at Fort Dix. Most students expressed a preference for Fort Leavenworth. Satisfaction with institutional support and educational facilities appears to influence perceived satisfaction with a learning environment and with preference for training sites among senior military officers.

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Abdelgwad, Mervat Azmi Zaki. "Satisfaction of female students at the college of education with distance field training in light of some demographic variables." Cypriot Journal of Educational Sciences 17, no. 10 (October 31, 2022): 3638–48. http://dx.doi.org/10.18844/cjes.v17i10.7812.

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The purpose of this research is to identify female students’ satisfaction level with distance field training at the College of Education in light of some of the demographic variables. A questionnaire on students' satisfaction with distance field training was applied to a sample of 102 female students (mean age = 20.029, SD = 0.813). Data were analysed by mean, standard deviations, frequencies and percentages; and t-test was used for differences between independent samples. The research findings revealed that the degree of satisfaction of the female students with distance field training was high. Besides, there were also no differences in their satisfaction level due to the academic specialisation (special education–kindergarten) and the academic average (high, medium and low), while there were significant differences due to the academic level variables (seventh–eighth), in favour of the eighth level. The research results were discussed in light of the previous related literature and further research suggestions were provided to researchers and stakeholders. Keywords: Demographic variables, distance field training, College of Education, satisfaction.

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Espinoza, Oscar, Luis González, Luis Sandoval, Noel McGinn, Javier Loyola, and Dante Castillo. "Graduates’ satisfaction with the Chilean basic education teacher training degree program." Higher Education, Skills and Work-Based Learning 10, no. 1 (July 26, 2019): 83–98. http://dx.doi.org/10.1108/heswbl-03-2019-0036.

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Purpose The purpose of this paper is to improve future teacher training by assessment of university graduates’ satisfaction with their preparation in Basic Education teaching. Design/methodology/approach This descriptive study employed a self-administered survey questionnaire to a representative sample of 235 graduates between 2014 and 2016 from three universities in Chile. The questionnaire generated information about the graduates’ background (age, gender, parents’ education and prestige of secondary school attended); an evaluation of three dimensions of their degree program (instructional quality, infrastructure and employability), and experiences in the labor market (including salary). Analysis of variance was used to assess relationships between satisfaction, and other variables. Findings In general, graduates were satisfied with all aspects of their training. Satisfaction levels were higher from those assumed to have lower expectations. Contrary to this hypothesis, university prestige is not directly related to satisfaction. Instead, expectations and employability moderate the effect of prestige. Research limitations/implications The sample is not representative of the 59 universities in Chile nor of the many other degree programs offered in those universities. Practical implications Program directors concerned about improving the public reputation or prestige of their program will benefit from efforts to improve the quality of the program and its infrastructure, and relevance for entrance into the world of work. Originality/value This study provides information not previously available about graduate satisfaction in teaching degree programs in Chile.

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Yaverbaum, Gayle J., and John Nosek. "Effects of information system education and training on user satisfaction." Information & Management 22, no. 4 (April 1992): 217–25. http://dx.doi.org/10.1016/0378-7206(92)90024-a.

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Rimal, Ishwor. "Job Satisfaction among Technical and Vocational Education and Training (TVET) Schools Employees in Kathmandu." Nepal Journal of Multidisciplinary Research 5, no. 4 (November 30, 2022): 52–65. http://dx.doi.org/10.3126/njmr.v5i4.49780.

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Job satisfaction is important for employees’ well-being and organizational performance for occupations such as instructors and administrative staffs of the Technical and Vocational Education and Training (TVET) school. In this context, this study explored the level of TVET school employees' job satisfaction and relationship among the factors of job satisfaction: pay, incentives and benefit, work itself, working environment, supervision and recognition among the sampled employees of CTEVT constituted TVET Schools using quantitative method. The SPSS was used for the data analysis of the study. The results of overall job satisfaction of the TVET employees showed moderate level. However, the relationship among factors of job satisfaction was measured positive. This implies that one factor positively influences the other factor of job satisfaction. Based on these finding, this study implicates to the policy maker with the evidence of job satisfaction which contributes to increase job satisfaction of the employees. The findings of this study may draw the interest of the future researchers who want to explore the underlying causes of differences at the level of job satisfaction and influencing factors among TVET school employees.

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Seo, Eun-Hee, Mi-Hwa Hong, Ju-Yang Lee, and Oh-Hyeok Kwon. "Analysis of Learning Satisfaction Differences between Face-to-face and Non-face-to-face Education -Focusing on Learning Immersion and Interaction of Beauty Workers-." Journal of the Korean Society of Cosmetology 28, no. 3 (June 30, 2022): 565–74. http://dx.doi.org/10.52660/jksc.2022.28.3.565.

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The purpose of this study is to analyze the effects of face-to-face education and non-face-to-face education of beauty workers on learning satisfaction. For the investigation of this study, 400 beauty workers nationwide who have received face-to-face education and non-faceto- face education were targeted. Previous studies that studied the satisfaction of face-to-face education and non-face-to-face education were referenced, and a total of 400 copies were distributed for three months from November 01, 2021 to January 31, 2022 and 273 copies were used as survey data. For data analysis, frequency analysis, factor analysis, reliability analysis, correlation analysis, and T-test were conducted through the SPSS 25.0 program. As a result of analyzing the effect of face-to-face education and non-face-to-face education of beauty workers on learning satisfaction, learning commitment and interaction with students showed a positive (+) effect on learning satisfaction. It is believed that it will be very effective for learning satisfaction by using smart mixed training courses in NCS training or blended learning education that mixes face-to-face and non-face-to-face education as basic data for learning training methods.

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Khlungsaeng, Wareeya, and Nathkorn Kumpetch. "CONTEMPORARY TRENDS OF TRAINING AND COOPERATIVE EDUCATION DEVELOPMENT." EUrASEANs: journal on global socio-economic dynamics, no. 4(17) (August 8, 2019): 59–64. http://dx.doi.org/10.35678/2539-5645.4(17).2019.59-64.

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The research aims: 1) To study the attitudes of students which are affecting the process of training; and 2) To outline the process of training experience in cooperative education. This research is a descriptive research study with the sample group of Bachelor students, all being in their 3rd year at the College of Innovation and Management, Suan Sunandha Rajabhat University in one of the 3 programs and 5 majors. The tool used for analysis of the questionnaire was based on Mean values and Standard Deviation. The research results revealed the following attitudes of the respondents: cooperative with user service (= 4.28, S.D. = 0.75) received the highest satisfaction rank; receiving new information demonstrated high satisfaction (= 4.20, S.D. = 0.68) and service quality also got quite high assessments (= 4.04, S.D. = 0.75). In short, this means that the attitude of students who were satisfied matched their demand in the process of cooperative education at the College of Innovation and Management, Suan Sunandha Rajabhat University. Additionally to that, the author of this article provides own recommendations on how to boost learning efficiency even further.

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White, Michael, and Genevieve Knight. "Training, job mobility and employee satisfaction." Journal of Education and Work 31, no. 5-6 (August 18, 2018): 447–60. http://dx.doi.org/10.1080/13639080.2018.1513639.

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Stavrinoudis, Theodoros, and Moschos Psimoulis. "How do education and training policies determine customer satisfaction and hotels’ performance?" European Journal of Tourism Research 17 (October 1, 2017): 177–90. http://dx.doi.org/10.54055/ejtr.v17i.301.

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The purpose of this manuscript is to investigate the effect of education and training policies, applicable to hotel employees, on customer satisfaction, HRM performance and perceived financial performance. Based on an extensive literature review, the authors conducted a primary research, using a structured questionnaire which was distributed to the HR managers of hotels. The research proved the positive correlation between education- training policies and customer satisfaction, partially by strengthening the loyalty of HR. The adoption of appropriate educational methods significantly enhances the HRM performance and improves the overall economic performance of hotels. The prerequisite for the successful implementation of education- training policies are the effective training needs analysis and the formulation of appropriate training objectives. The manuscript contributes to the theoretical and empirical knowledge of the importance of education and training policies in the hospitality industry by reaching scientific conclusions and making recommendations to the hotel managers. It can also work as a basis for future research which will focus on connecting business strategies with education- training policies.

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Rupavijetra, Phetcharee, Prachyanun Nilsook, Jira Jitsupa, and Tipparat Nopparit. "Collaborative project-based learning to train students for conducting the training project for older adults." International Journal of Evaluation and Research in Education (IJERE) 11, no. 4 (December 1, 2022): 2039. http://dx.doi.org/10.11591/ijere.v11i4.22888.

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This research aimed to study the results of collaborative project-based learning by students studying the training technique course to conduct training programs for older adults in state home care in Chiang Mai, Thailand. The population consisted of 40 undergraduate students from different faculties and years. The instruments used for data collection consisted of the lesson plan of the training technique course, student behavior form, journal form after teaching, student products, student reflection journals, the questionnaire to gauge the level of satisfaction of students, writing and presenting reflections on students’ learning, and training evaluation based on the level of satisfaction of the older adults. The research separated students into two groups based on different faculties, each group was composed of 20 students, and they could learn better in a small group. Data were analyzed by using content analysis, statistical calculation, and percentage, and were presented in the form of a description and table. The findings showed the results of the collaborative project-based learning to train students for conducting training projects for older adults successful. The students had a change in their attitudes, behaviors, knowledge, skills, and experience in conducting training, their satisfaction showed at the highest level (97.50%). Students were satisfied with the project-based learning at the highest level (90%), and especially the opportunity to gain knowledge and experience from conducting training programs at the highest level (95%). The older adults’ satisfaction from participating in two training programs conducted by the students was at the highest level (100%) too.

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Pérez Fuentes, Carlos Alfredo, Annie Julieth Alvarez Maestre, Angela María Cardona Rivas, Andrea Johanna Aguilar Barreto, and Ruth Katherine Sanabria Alarcón. "Job Satisfaction and Teacher Education: Correlational Study in Postgraduate Graduates in Education." Education Sciences 13, no. 2 (February 13, 2023): 198. http://dx.doi.org/10.3390/educsci13020198.

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Teacher education is recognized as the process of improving teaching practices. During their postgraduate studies, aspiring teachers are encouraged to improve both their teaching practice and their working conditions. Therefore, an expectation for their Masters’ degrees is that upon graduation, they can achieve job satisfaction. This study had a quantitative approach with a cross-sectional and correlational non-experimental research design. Its objective was to analyze the level of job satisfaction of working teachers after graduating with a Master’s degree in Education, and with this, to correlate sociodemographic variables with the level of job satisfaction. As an information-collection technique, the Job Satisfaction Scale for Teachers (ESLA) was used, which has reliability for internal consistency of 0.88 in Cronbach’s alpha. The results show that teachers graduating with a Master’s degree in Education score significant levels of job satisfaction, ranging between high and moderate, confirming that, as in other studies, with greater possibilities of qualification and teacher preparation, job satisfaction is maintained or generated. The statistical hypothesis testing method of inferential statistics confirmed that moderate and high levels of job satisfaction can be maintained in working teachers after graduating from postgraduate training, without implying relationships with gender, the type of hiring, doctoral degrees, type of contracts or the type of educational institution where they work.

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Housawi, Abdulrahman, Amal Al Amoudi, Basim Alsaywid, Miltiadis Lytras, Yara H. bin Μoreba, Wesam Abuznadah, Fadi Munshi, Sami Al Haider, and Abrar W. Tolah. "A Progressive Model for Quality Benchmarks of Trainees’ Satisfaction in Medical Education: Towards Strategic Enhancement of Residency Training Programs at Saudi Commission for Health Specialties (SCFHS)." Sustainability 12, no. 23 (December 6, 2020): 10186. http://dx.doi.org/10.3390/su122310186.

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The latest developments in Sustainable Health focus on the provision of high quality medical training to health specialists, with a special focus on human factors. The need to promote effective Training Programs also reflects the job satisfaction needs of trainees. The objective of this study is to evaluate the trainees’ satisfaction with the quality of Training Programs and assess the degree of achievement based on the defined parameters to provide baseline data based on which strategies for improvement can be formulated. Our study was conducted in Saudi Arabia and our targeted population was residents in medical programs supervised by the Saudi Commission for the Health Specialties (SCFHS). The trainees’ response rate to the online survey was 27% (3696/13,688) and the key aspects of job satisfaction investigated include: Satisfaction with Academic Activities in the Center; Satisfaction with the Residents and Colleagues in the Center; Satisfaction with the Administrative Components in the Center; Satisfaction with the Training Programs; Satisfaction with the Specialty; Satisfaction with the Training Center; Satisfaction with the SCFHS. The main contribution of our work is a benchmark model for job satisfaction that can be used as a managerial tool for the enhancement of medical education with reference to the satisfaction of trainees. We analyze the key aspects and components of training satisfaction and we introduce our progressive model for Trainees’ Satisfaction in Medical Training. In future work, we intend to enhance the proposed framework with a set of key performance indicators as well as with a focused cause and effect focused survey on factors related to the key benchmark of this study.

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Bridges, Eileen. "Technology in Marketing Education." International Journal of Technology and Educational Marketing 1, no. 1 (January 2011): 25–38. http://dx.doi.org/10.4018/ijtem.2011010102.

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Company training programs provide insights for university classrooms, particularly those in schools and colleges of business. This research shows an increase in usage of technology based training among successful firms, but it is not growing as quickly as consumer use of self-service technologies because some firm goals require more personal training modes. The present findings regarding business adoption of training technology are consistent with consumer research that suggests satisfaction increases with experience in use. Also, selected technology must be congruent with learning goals–technological tools are more effective when students are learning related material–and results of training suggest increased efficacy when this is true. In this regard, university learning environments focused on business should utilize technology as appropriate to learning goals, but should not gratuitously replace traditional classroom learning activities.

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Dehelean, Liana, Ana Maria Romosan, Petru Papazian, and Mircea Babaita. "A COMPARISON BETWEEN UNDERGRADUATE POLYTECHNIC AND MEDICAL EDUCATION SYSTEMS IN ROMANIA." CBU International Conference Proceedings 5 (September 23, 2017): 746–50. http://dx.doi.org/10.12955/cbup.v5.1019.

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Background: While medical and polytechnic education systems seem dissimilar in approach, they both share a certain level of difficulty. After graduating, polytechnic students find easy employment in national or multinational companies, whereas medical students are presented with more job opportunities abroad. The purpose of the study was to compare studentsâ€™ satisfaction with training and career preferences from a technical and a medical perspective. The methods were as follows: the study participants were divided in two samples (polytechnic and medical undergraduates) and asked to fill in a satisfaction questionnaire regarding their professional training. In addition, they were invited to express options about the intended future career. Results: we found no differences between the two samples regarding the participantsâ€™ satisfaction with teaching staff and labs. Polytechnic students have more Ph.D. opportunities while medical students were more involved with participation in conferences. Satisfaction with lectures and practical projects was significantly higher among medical students. Conclusions: Both polytechnic and medical students rate their training as satisfying, and half of them consider leaving the country.

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Iqbal, Muhammad Zafar, Mohammad Alaskar, Yazeed Alahmadi, Badran Abdullah Alhwiesh, and Abdullah Abdulrahman Mahrous. "Perceptions of Residents on the Microlearning Environment in Postgraduate Clinical Training." Education Research International 2021 (November 28, 2021): 1–6. http://dx.doi.org/10.1155/2021/9882120.

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Background. Teaching hospitals are the primary locus of training for residents, and the afforded microlearning environments can affect their level of satisfaction, competence, and learning processes. Since limited attention has been directed towards evaluating the microlearning environment, how Saudi postgraduate residents perceive it remains unknown. Objectives. This study evaluated the microlearning environments for major clinical specialties in a tertiary care teaching hospital. It also investigated the association between satisfaction levels and the age and gender of the participants, as well as their stage and specialty. Methods and Methods. A questionnaire-based, observational study was conducted using a prevalidated HEMLEM tool for data collection. Data were collected using the QuestionPro® survey tool and analyzed using SPSS version 23 software. A one-way ANOVA and t-test were performed to compare different subgroups. Results. In total, 129 residents participated in the study, representing a response rate of 87.16%. The overall mean value for microlearning environment satisfaction was 50.21. Females scored higher relative to males. Maximum satisfaction with the microlearning environment was observed in the age group 25–30 years and among internal medicine residents. Conclusion. Overall, a satisfactory score on the HEMLEM tool was recorded, suggesting the majority of residents are satisfied with the microlearning environment at KFHU. Supervisors, program directors, and curriculum planners could use our findings to further improve the educational climates within their training specialties.

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Thị Thuy Trang, Tran, Giap Dang Kha, Nguyen Thi Hong Duyen, and Tran Thuy Linh. "Research on Factors Affecting the Postgraduate Students’ Satisfaction in the Quality of Training Services in Accounting at the Training Institutions in Hanoi." American Journal of Educational Research 6, no. 5 (April 29, 2018): 512–18. http://dx.doi.org/10.12691/education-6-5-23.

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Kim, Si-Kuk, Yeong-Jae Nam, and Sung-Chul Hong. "Perception, Education, and Training of the Chemical Terror Response of Firefighters." Fire Science and Engineering 35, no. 2 (April 30, 2021): 74–83. http://dx.doi.org/10.7731/kifse.b21f8ee9.

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This study identifies the characteristics and influencing factors among survey respondents in response to domestic chemical terrorism by targeting firefighters sent to the front line of chemical accidents and chemical terrorism sites. It was carried out to present more efficient improvement measures for chemical terrorism. Regarding “Education and Training on Chemical Terrorism,” there were 3.01 points for “Education’s Information Transferability,” 2.65 points for “Satisfaction with Training Facilities,” 3.11 points for “Training (Theoretical) Effectiveness,” and 3.16 points for “Training (Practice) Effectiveness.” In total, 42.9% of the negative responses were regarding the satisfaction level of training facilities, demonstrating that domestic training facilities were the biggest problem in establishing current countermeasures. Rather than the training curriculum, it was judged that the training facilities were insufficient or absent, and it is necessary to secure and improve these facilities. Based on the survey results, training methods for team-level tactics and joint tactics between departments, hazard and risk assessment training for accident site commanders, and education on effective equipment utilization should be intensively conducted to secure safety and improve the response capabilities of field staff.

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Rimal, Ishwor. "Differences on Job Satisfaction among Technical and Vocational Education and Training Schools Employees in Kathmandu." Journal of Technical and Vocational Education and Training 1, no. 15 (April 1, 2021): 112–25. http://dx.doi.org/10.3126/tvet.v1i15.45173.

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Job satisfaction is crucial for occupations such as instructors and admin staff of the Technical and Vocational Education and Training (TVET) schools. In this context, this study explored the level of TVET school employees' job satisfaction and differences by educational qualification among the sampled employees of Council for Technical Education and Vocational Training (CTEVT) constituted TVET Schools in Kathmandu, using quantitative research method. The SPSS was used for the data analysis of the study. The results of overall job satisfaction of the TVET employees showed moderate level, which also means that the level of job satisfaction yet not at satisfactory level. This demands a specific strategy to motivate them and increase the level of job satisfaction. The higher the academic qualification of the TVET employees was lower level job satisfaction. It indicates that other attributing factors are also necessary to consider for job satisfaction of the TVET employees. The social capital theory was used to analyze and discuss the results.

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Pržulj, Živka, and Olivera Stanišić Vještica. "The impact of training / education on business results and employee satisfaction." European Journal of Economics and Business Studies 9, no. 1 (October 6, 2017): 126. http://dx.doi.org/10.26417/ejes.v9i1.p126-135.

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: This research starts from the existing theoretical assumptions that education is a good investment for the employer and positively affects employee satisfaction. Our intention was to test this hypothesis through appropriate research in Serbia and to identify which factors and to what extent it influences.We started from the fact that HR is a complex process and influenced by various factors. In this context, special attention is paid to the integration of training and education into other HR processes, as one of the most important conditions for influencing business results and employee satisfaction. In doing so, it is especially true that the HRM concept in Serbia has been accepted with great delay and only with the arrival of foreign investors.The main goal of this research is to identify and examine the factors that influence the effects of training/education in the organizational context, and to determine under what conditions education can be an investment rather than an expense. This work is methodologically based on the analysis of the available literature and the results of the research of the authors statistically processed based on the survey on the example of -187 respondents from companies selected by random sample. An appropriate model is presented that in a simple way shows the factors influencing the cost-effectiveness of investment in education/ training.Key words: human rresource management, employee, satisfaction, training, investment, business results

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Lombardi, Thomas P., and Judy K. A. Donaldson. "Rural special education teachers respond: Satisfaction with jobs and training program." Rural Special Education Quarterly 7, no. 4 (March 1987): 29–30. http://dx.doi.org/10.1177/875687058700700409.

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Sim, Sung Bo, Ji Hyeon Kweon, Hyung Woo Kim, Jin Woo Hong, and Sang Woo Shin. "Student Satisfaction Study of Clinical Skills Training in Korean Medical Education." Journal of Korean Medicine 34, no. 3 (September 30, 2013): 37–53. http://dx.doi.org/10.13048/jkm.13011.

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Bridges, Sara K., Suzanne H. Lease, and Carol R. Ellison. "Predicting Sexual Satisfaction in Women: Implications for Counselor Education and Training." Journal of Counseling & Development 82, no. 2 (April 2004): 158–66. http://dx.doi.org/10.1002/j.1556-6678.2004.tb00297.x.

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Moalem, Jacob, and Seymour I. Schwartz. "Three-Phase Model for Surgical Training: A Proposal for Improved Resident Training, Assessment, and Satisfaction." Journal of Surgical Education 69, no. 1 (January 2012): 70–76. http://dx.doi.org/10.1016/j.jsurg.2011.07.003.

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Gurpinar, Erol, Mustafa Kemal Alimoglu, Sumer Mamakli, and Mehmet Aktekin. "Can learning style predict student satisfaction with different instruction methods and academic achievement in medical education?" Advances in Physiology Education 34, no. 4 (December 2010): 192–96. http://dx.doi.org/10.1152/advan.00075.2010.

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The curriculum of our medical school has a hybrid structure including both traditional training (lectures) and problem-based learning (PBL) applications. The purpose of this study was to determine the learning styles of our medical students and investigate the relation of learning styles with each of satisfaction with different instruction methods and academic achievement in them. This study was carried out with the participation of 170 first-year medical students (the participation rate was 91.4%). The researchers prepared sociodemographic and satisfaction questionnaires to determine the characteristics of the participants and their satisfaction levels with traditional training and PBL. The Kolb learning styles inventory was used to explore the learning styles of the study group. The participants completed all forms at the end of the first year of medical education. Indicators of academic achievement were scores of five theoretical block exams and five PBL exams performed throughout the academic year of 2008–2009. The majority of the participants took part in the “diverging” ( n = 84, 47.7%) and “assimilating” ( n = 73, 41.5%) groups. Numbers of students in the “converging” and “accommodating” groups were 11 (6.3%) and 8 (4.5%), respectively. In all learning style groups, PBL satisfaction scores were significantly higher than those of traditional training. Exam scores for “PBL and traditional training” did not differ among the four learning styles. In logistic regression analysis, learning style (assimilating) predicted student satisfaction with traditional training and success in theoretical block exams. Nothing predicted PBL satisfaction and success. This is the first study conducted among medical students evaluating the relation of learning style with student satisfaction and academic achievement. More research with larger groups is needed to generalize our results. Some learning styles may relate to satisfaction with and achievement in some instruction methods.

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Sree, Garimidi Siva, and P. Ramlal. "Impact of Industry-Academia Collaboration on Student Satisfaction in Vocational Education and Training." International Journal of Adult Education and Technology 12, no. 2 (April 2021): 47–62. http://dx.doi.org/10.4018/ijaet.2021040104.

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The contemporary unstable job market is challenging the “traditional” skilling practices adopted by vocational education training (VET) institutions, in favor of demand-driven skill transfer which is characterized by preparing students industry-ready. In this light, student satisfaction plays a pivotal role in assessing the course quality that aids in efficient skill transfer. Despite the relevance of the student satisfaction concept, empirical research has provided little evidence on its predictors in VET. The purpose of the study is to shed light on the quality indicators that predict student satisfaction. Data were collected on students from industrial training institutes (ITIs) of India.

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Crutcher, Bryan, Ryan N. Moran, and Tracey Covassin. "Examining the Relationship Between Social Support Satisfaction and Perceived Stress and Depression in Athletic Training Students." Athletic Training Education Journal 13, no. 2 (April 1, 2018): 168–74. http://dx.doi.org/10.4085/1302168.

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Context: Although social support has been reported to be a factor that increases retention of athletic trainers in their profession, there is a lack of literature examining the specific relationship of social support satisfaction and its predictive influence on stress and depression among athletic training students. Objective: To determine which sources of social support were perceived to be the most salient and ascertain whether social support satisfaction can predict stress and depression among athletic training students. Design: Cross-sectional study. Setting: Nine Commission on Accreditation of Athletic Training Education–accredited professional athletic training programs. Patients or Other Participants: A total of 204 athletic training students from Commission on Accreditation of Athletic Training Education–accredited athletic training programs were included in this study. Main Outcome Measure(s): Participants completed the Perceived Stress Scale, Center for Epidemiologic Studies Depression Scale, and the Social Support Questionnaire. Results: Social Support Satisfaction significantly predicted overall perceived stress (P = .010) and depression (P < .001). Satisfaction of support from family (P = .043) and other athletic trainers (P = .011) were significant predictors of perceived stress, whereas satisfaction of support from family (P = .003), other athletic trainers (P = .002), and athletes (P = .038) significantly predicted depression. Conclusions: The current study suggests that having an increased satisfaction of social support may reduce stress perceptions and depression in athletic training students.

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Roudsar, Daryadokht Masroor, Hamid Haghani, Afsaneh Dehnad, Ali Zabihi, Maryam Ghasemi Shoub, and Mostafa Akbarian Rokni. "Investigating the Student Satisfaction of Combined Education Based on Learning Management System and Academic Participation." International Journal of Ayurvedic Medicine 10, no. 4 (January 14, 2020): 306–9. http://dx.doi.org/10.47552/ijam.v10i4.1267.

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Aim and Purpose: Considering the importance of nursing education, especially the use of modern educational technology to meet existing educational needs, the present study aimed to investigating the satisfaction and academic participation of nursing students who use combination education based on learning management system (LMS) and studied their degree of satisfaction and academic participation. Method: This is a descriptive cross-sectional study in which 229 undergraduate nursing students. After obtaining permission from the university's ethics committee and informed consent, demographic data form, satisfaction of combined education questionnaire of Zolfaghari et al.'s, the educational participation scale questionnaire of Frederick et al.'s was completed as a tool for collecting data. Data were analyzed by SPSS software version 23 and significance level less than 0.05, descriptive statistics, independent t-test, one way ANOVA, and Scheffe post hoc test and Pearson correlation. Findings: The vast majority had a moderate or lower familiarity with the LMS system (75.5%). The majority did not easily access the LMS system (56.3%). Only 2.2% of the units had high satisfaction and 40.2% had relative satisfaction and 57.6% had low satisfaction from LMS-based combination training. The mean and standard deviation of the educational participation score was 51.16±14.86 and their behavioral subscale scores 69.68±16.48 and the emotional subscale was 49.56±20.53 and the cognitive subscale was 38.25±20.55%. Conclusion: According to the results of the study, most of the research units had low satisfaction with LMS-based combination training, which could increase student satisfaction by using all the capabilities of the learning management system and the more interactive design of the combination training, as the majority of previous studies have shown high satisfaction with combined training.

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Stefanus Catur. "KEPUASAN PELANGGAN PADA USAHA JASA PENDIDIKAN." CEMERLANG : Jurnal Manajemen dan Ekonomi Bisnis 2, no. 2 (August 2, 2022): 01–12. http://dx.doi.org/10.55606/cemerlang.v2i2.177.

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Customer satisfaction is very important to a company's services, because satisfied customers will come back, buy more, spread the experience to another friend, and is willing to pay more to do business with a trusted provider. Efforts to maintain customer satisfaction one of which is to monitor what they want from the services that are presented. This study aimed to measure the level of customer satisfaction in the business of outdoor education and training, in which customer satisfaction is measured on the dimensions of perceived service and expected service. The population in this study is service users of the outdoor education and training at the Centre for Education and Training Managerial Behavior University of Wijaya Putra that training in January and June 2014, samples were taken by purposive random sampling technique amounts to 143 people. The variables of this study customer loyalty, service quality, perceived quality, perceived value, and customer expectation and customer complaints. Analysis of the data used is multiple linear regression analysis with hypothesis testing with the F test and t test. The expected outcome of this research is the acquisition of the factors that affect customer satisfaction on service providers of outdoor education and training, in terms of quality of service indicators (tangibles, reliability, responsiveness, assurance and empathy). The results show that there is good agreement between the performance perceived by the user's expectations of the outdoor education and training services. These conditions can be considered satisfactory by management for the success of providing the best service to users of the service. Cartesian diagram determine the right strategy for the management to improve service quality are a top priority especially.

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Kasprisin, Christina Algiere, Peg Boyle Single, Richard M. Single, Jamie L. Ferrier, and Carol B. Muller. "Improved mentor satisfaction: emphasising protégé training for adult‐age mentoring dyads." Mentoring & Tutoring: Partnership in Learning 16, no. 2 (May 2008): 163–74. http://dx.doi.org/10.1080/13611260801916424.

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Hossen, Md Monir, Tak Jie Chan, and Nurul Ain Mohd Hasan. "Mediating Role of Job Satisfaction on Internal Corporate Social Responsibility Practices and Employee Engagement in Higher Education Sector." Contemporary Management Research 16, no. 3 (September 13, 2020): 207–27. http://dx.doi.org/10.7903/cmr.20334.

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The study aims to investigate the relationship between internal corporate social responsibility (ICSR) practices and employee engagement through job satisfaction as a mediating variable. The ICSR dimensions are comprised of employee empowerment, education and training, employment stability, as well as a working environment. This study is based on the social exchange theory to explore the relationship between the above factors and ICSR. In this study, purposive sampling was adopted. A quantitative (survey) method was employed, generating 93 valid responses. The data was then analyzed using Partial Least Square Structural Equation Modelling through Smart-PLS 3.0. The results revealed that ICSR practices, namely employee empowerment, and employment stability contributed positively to job satisfaction. However, training & education and working environment were found not significant to job satisfaction. In addition, job satisfaction has a positive influence on employee engagement. The results of the study found that except for training, education, and the work environment, job satisfaction mediates the relationship between ICSR practices and employee engagement. Conclusion, implications of the findings, and suggestions for future study are also discussed.

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Chae, Chong-Ju, Daegun Kim, and Hyeong-Tak Lee. "A Study on the Analysis of the Effects of Passenger Ship Abandonment Training Using VR." Applied Sciences 11, no. 13 (June 25, 2021): 5919. http://dx.doi.org/10.3390/app11135919.

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Virtual reality (VR) has been adopted for education and training in numerous lines of work. In the field of maritime education and training (MET), training with VR has been implemented in areas such as engine room system familiarization, dangerous work onboard familiarization, and emergency response. In addition, in line with current trends in maritime autonomous surface ship (MASS) technology developments, trial applications of VR have been implemented to understand the applicability of this type of vessel. Moreover, there is an increasing need to reinforce education/training in MET to reduce ship accidents. The purpose of this study is to investigate the level of satisfaction with VR education/training, the impact of that education, and matters requiring training emphasis for implementation. To this end, the training participants’ satisfaction with VR training was compared to that of video training, and items of strategic importance in the training content were identified using Borich’s needs assessment, after which the educational impact of VR training was compared to that of video training. The results of this study are expected to contribute to the extended application of MET using VR, and can help in identifying areas for emphasis in training to reduce maritime accidents.

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Et al., Achmad Cik,. "Impact of Training and Learning Organization on Employee Competenceand Its Implication on Job Satisfaction and Employee Performance of Bank in Indonesia." Psychology and Education Journal 58, no. 1 (January 29, 2021): 140–56. http://dx.doi.org/10.17762/pae.v58i1.753.

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This study aims to analyze: (1) the positive influence of learning organization and training on employee competence; (2) the influence of competence on the job satisfaction; and (3) the positive influence of learning organization, training, competence and job satisfaction on employee performance.The population in this study were employees at the five largest banks in Indonesia which located in South Jakarta. The selected sample of 130 respondents were randomly selected. Using SEM with the AMOS program, the results of this study showed that there is a positive influence of learning and trainingon employee competence, there is an influences of competence on the job satisfaction, there is a positive influence of learning organization on employee performance, there are no significant influence of training and competence on employee performance, and there is a positive influence of job satisfaction on employee performance.

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Mahomed, Fathima Essop, and Sebastiaan Rothmann. "Strength use, training and development, thriving, and intention to leave: the mediating effects of psychological need satisfaction." South African Journal of Psychology 50, no. 1 (May 31, 2019): 24–38. http://dx.doi.org/10.1177/0081246319849030.

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This study investigated the relationships among strength use, training and development, psychological need satisfaction, thriving, and intention to leave of academics in higher education institutions. A cross-sectional survey design was used, with a convenience sample of 276 academic employees from three universities of technology in South Africa. The Strength Use Scale, the High-Performance Human Resource Practices questionnaire, the Basic Psychological Need Satisfaction and Frustration Scale, the Thriving at Work Scale, and the Intention to Leave scale were administered. Strength use had direct effects on autonomy, competence, and relatedness satisfaction of academic employees. Training and development had a direct effect on autonomy satisfaction. Furthermore, autonomy satisfaction, strength use, and training and development had direct effects on thriving, while low autonomy satisfaction and inadequate training and development had direct effects on intention to leave. Strength use, as well as training and development, had indirect effects on thriving and intention to leave via autonomy satisfaction.

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Cotton, Sam, Anna Faul, Pamela Yankeelov, and Joe D’Ambrosio. "Development of an Interprofessional Training Education Program in Geriatrics." Innovation in Aging 4, Supplement_1 (December 1, 2020): 494–95. http://dx.doi.org/10.1093/geroni/igaa057.1598.

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Abstract This study examines the development of an interprofessional training certificate program that prepares social work learners to infuse geriatrics and behavioral health into primary care settings. Since 2018, our program has trained 31 social work learners and 16 learners from counseling psychology and nursing. At the core of the certificate program is an emphasis on developing skills focused on the integration of geriatrics, behavioral health and primary care to address the lack of workforce trained at the intersection of these areas. Each series of workshop is aligned with core competencies that address the 4-M Model of Age-Friendly Health Care and SAMSHA’s Core Competencies in Behavioral Health. Our professional certificate includes training in Motivational interviewing, as well as Cognitive behavioral therapy, Mindfulness based cognitive therapy and Problem-solving therapy, Narrative Therapy, Strategic Therapy, Systemic Therapy, Life Review and Reminiscence Therapy. Additionally, students receive professionalization trainings to help prepare them for the job market. To measure the efficacy of this curriculum program, we examined the outcomes related to student knowledge of geriatrics and behavioral health including knowledge attainment, fidelity to modalities, learner self-efficacy, and learner satisfaction. The results of this study showed that integrating interprofessional education into social work settings can lead to positive outcomes for student knowledge, self-efficacy and learning satisfaction. Additionally, we found that having a curriculum that focused on interprofessional teams contributed to higher self-efficacy in completing tasks compared to previous cohorts. This has implications for the way that we conceptualization the use of interprofessional education.

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Cervantes López, Miriam Janet, Arturo Llanes Castillo, Alma Alicia Peña Maldonado, and Jaime Cruz Casados. "Quality of higher education institutions and graduate satisfaction at the Autonomous University of Tamaulipas." Espirales Revista Multidisciplinaria de investigación 4, no. 32 (March 26, 2020): 15. http://dx.doi.org/10.31876/er.v4i32.711.

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Higher education institutions face the challenge that their graduates have the competences that allows them to quickly enter to the labor market and obtain an adequate economic remuneration. us graduate satisfaction is a key element in the assessment of the quality of institutions, since it allows us to know their perception regarding the quality received in their professional training. e objective is study the quality of higher education institutions and the satisfaction of the graduate in the Autonomous University of Tamaulipas. e methodology is descriptive and transversal based on graduates information and satisfaction. As a result, Students are satisfied with their professional training received and their expectations were met since the academic level of the institution is good. It is concluded that studies on student satisfaction are useful for higher education institutions to identify educational and administrative priorities about the service they provide.

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Memon, Mumtaz Ali, Rohani Salleh, and Mohamed Noor Rosli Baharom. "The link between training satisfaction, work engagement and turnover intention." European Journal of Training and Development 40, no. 6 (July 4, 2016): 407–29. http://dx.doi.org/10.1108/ejtd-10-2015-0077.

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Purpose The purpose of this paper is to examine the casual relationship between training satisfaction, work engagement (WE) and turnover intention and the mediating role of WE between training satisfaction and turnover intention. Design/methodology/approach Data were collected from 409 oil and gas professionals using an email survey questionnaire. Structural equation modelling, using Analysis of Moment Structures (IBM AMOS) 22.0, was performed to test the hypothesized model. Findings The results suggest that training satisfaction is significantly positively related to employees’ level of WE and is negatively related to turnover intention. The results also reveal that WE mediates the relationship between training satisfaction and turnover intention. Practical implications Training has long been thought to play an important role in achieving positive attitudinal and behaviours outcomes among employees. This study reconfirms these ideas and highlights the importance of training satisfaction as being key to achieving greater WE and reducing voluntary turnover. Therefore, the finding of this study have a number of implications for research and human resource development practitioners. Originality/value This study makes a significant theoretical contribution to the literature as this is the first study to demonstrate the significance of training satisfaction and the mediating effects of WE in reducing the turnover intention of employees.

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Nurhayati, Neni. "Factors Affecting The Performance of Accounting Information Systems with Gender as a Moderating Variable." J-MAS (Jurnal Manajemen dan Sains) 7, no. 1 (April 18, 2022): 102. http://dx.doi.org/10.33087/jmas.v7i1.375.

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This study aims to determine and analyze the effect of AIS user satisfaction, AIS personal technical ability, training and education of AIS users on AIS performance with gender as a moderating variable in all offices in Kuningan Regency either simultaneously or partially. The research method used is descriptive and verification methods. The research population is in all offices in Kuningan Regency as many as 18 offices in Kuningan Regency. Calculation of the sample using the slovin formula so that the sample is obtained as many as 74 respondents. Then the sampling was carried out using probability sampling technique with simple random sampling technique. The data collection technique uses a questionnaire distributed to all offices in Kuningan Regency, while the data analysis technique uses multiple regression analysis and moderate regression analysis (MRA). The results showed that AIS user satisfaction, AIS personal technical ability, training and education of AIS users had a simultaneous and significant effect on AIS performance. AIS user satisfaction, AIS personal technical ability, training and education of AIS users partially have a positive and significant effect on AIS performance. Gender moderates the effect of AIS user satisfaction, AIS personal technical ability, training and education of AIS users on AIS performance.

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Ryu, Jeong-min, Sewon Park, Yoonseo Park, Jeongwon Park, and Munjae Lee. "Innovative Culture and Firm Performance of Medical Device Companies: Mediating Effects of Investment in Education and Training." International Journal of Environmental Research and Public Health 18, no. 17 (August 25, 2021): 8926. http://dx.doi.org/10.3390/ijerph18178926.

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This research explored the mediating effect of investment in education and training relating to the innovative culture and organizational performance of medical device companies. We used the Human Capital Corporate Panel data provided by the Korea Vocational Competency Development Institute. In the industrial classification system of panel data, the industries related to medical devices were extracted and conclusively analyzed for 8629 workers and 368 companies. The independent and dependent variables were innovative culture and corporation performance, respectively. Investment in training and education was a mediating variable between the independent and dependent variables. Quantitative data were analyzed using SPSS software. A higher level of organizational satisfaction emerged in an innovative culture. Innovative culture positively affected organizational satisfaction. Further, investment in education and training to promote an innovative culture positively affected organizational satisfaction. Medical device companies should improve their performance by creating an innovative culture.

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Yulianto, Wahyu. "PENGARUH PELATIHAN, KOMPETENSI, MOTIVASI DAN KEPEMIMPINAN TERHADAP KINERJA PEGAWAI DENGAN PENDIDIKAN SEBAGAI PEMODERATOR PADA BALAI PENDIDIKAN DAN PELATIHAN APARATUR KEMENTERIAN KELAUTAN DAN PERIKANAN." Eqien: Jurnal Ekonomi dan Bisnis 5, no. 2 (October 9, 2018): 37–49. http://dx.doi.org/10.34308/eqien.v5i2.59.

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The study purpose is to analyse the impact of training, competence, motivation and leadership towards performance either directly or through job satisfaction as a mediator variable. As many as 55 staff are considered as respondents in this research, and census method is used as the sampling method. Primary data in this study were collected through questionnaires and analyzed using Likert Scale. Secondary data are obtained from the organization structure Sukamandi Apparatus Training Centre (BDA), performance appraisal, staff attendance, information system and personnel management. Structural Equation Modeling Analisis of Moment Structures (SEM-AMOS) is used to process and analyze data. This study shows staff with high education, competence and leadership have a significant effect on performance, While the job satisfaction is significant in mediating the influence of training, competence and leadership on performance. Next on the employee with low education, training, competence, motivation and leadership have a significant influence on performance, while job satisfaction is significant in mediating the effect of competence and leadership on staff performance. Keywords: training, competence, motivation, leadership, job satisfaction, performance

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Treľová, Silvia, and František Olšavský. "Employee Satisfaction with Training Opportunities and its Relation to Internal Marketing." HOLISTICA – Journal of Business and Public Administration 8, no. 2 (August 1, 2017): 7–16. http://dx.doi.org/10.1515/hjbpa-2017-0009.

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Abstract The article aims to find a link between employee training and satisfaction with educational activities and marketing efforts of the organization. Qualification growth of employees is closely connected to the organization’s success. Since obstacles in education hinder achieving desirable results, they need to be identified and overcome. Theoretical background and knowledge was confronted with data collected in primary research. Interviewing was used as the method and questionnaire as the instrument. Data were statistically analysed and results of chi-square were calculated in software Statgraphics. Testing the relationship between barriers in training involvement of employees and their socio-economic characteristics proved that, gender, age, education level, sector of economy, length of current employment, and income satisfaction are independent. The only relevant dependence is apparent in case of fear of failure which is a barrier indicated for low income people. This article clarifies the state of satisfaction with education possibilities of employees through identifying of the main barriers and concludes consequences for sustainable growth of organization.

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Ellencweig, N., A. Weizman, and T. Fischel. "Factors Determining Satisfaction in Psychiatry Training in Israel." Academic Psychiatry 33, no. 2 (March 1, 2009): 169–73. http://dx.doi.org/10.1176/appi.ap.33.2.169.

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Bockrath, Robyn, Katherine Wright, Toshiko Uchida, Clare Petrie, and Elizabeth R. Ryan. "Feedback Quality in an Aligned Teacher-Training Program." Family Medicine 52, no. 5 (May 5, 2020): 346–51. http://dx.doi.org/10.22454/fammed.2020.895658.

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Background and Objectives: Residents as teachers (RAT) and medical students as teachers (MSAT) programs are important for the development of future physicians. In 2010, Northwestern University Feinberg School of Medicine (NUFSM) aligned RAT and MSAT programs, which created experiential learning opportunities in teaching and feedback across the graduate and undergraduate medical education continuum. The purpose of this study was to provide a curricular overview of the aligned program and to evaluate early outcomes through analysis of narrative feedback quality and participant satisfaction. Methods: Program evaluation occurred through analysis of written feedback quality provided within the aligned program and postparticipation satisfaction surveys. A total of 445 resident feedback narratives were collected from 2013 to 2016. We developed a quality coding scheme using an operational definition of feedback. After independent coding of feedback quality, an expert panel established coding consensus. We evaluated program satisfaction and perceived importance through posttraining surveys in residents and fourth-year medical students (M4s). Results: Seventy-nine residents participated in the aligned program and provided high-quality feedback with a relative quality rating of 2.71 (scale 0-3). Consistently high-quality written feedback was provided over the duration of the program and regardless of years of resident participation. Posttraining surveys demonstrated high levels of satisfaction and perceived importance of the program to both residents and M4s. Conclusions: The aligned RAT and MSAT program across the medical education continuum provided experiential learning opportunities for future physician educators with evidence of high-quality written feedback to learners and program satisfaction.

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Journal articles on the topic 'Training and education satisfaction'

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