Relevant bibliographies by topics / Training-performance relationships

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Training-performance relationships'

Author: Grafiati
Published: 19 February 2023

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Journal articles on the topic "Training-performance relationships"

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Guan, Xiaoyu, and Stephen Frenkel. "How perceptions of training impact employee performance." Personnel Review 48, no. 1 (February 4, 2019): 163–83. http://dx.doi.org/10.1108/pr-05-2017-0141.

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PurposeThe purpose of this paper is to investigate the influence of firm training on the job performance of mainly semi-skilled manufacturing employees in the context of changes required to ensure the competitiveness of contemporary Chinese manufacturing.Design/methodology/approachData were collected using a survey with time-lagged method and from multiple sources. The sample included 348 supervisor-subordinate dyads from two Chinese manufacturing firms. PROCESS macro tool (Hayes) was used to test the mediating role of work engagement and the moderating role of HRM strength in the training-performance relationship.FindingsWork engagement mediates the relationship between training and in-role task performance, while the relationships between work engagement and both task performance and organizational citizenship behavior are moderated by HRM strength.Research limitations/implicationsBased on a time-lagged survey, causal relationships cannot be drawn from this study. Results point to future research on the training-performance relationship that more closely considers antecedents and the organizations’ internal and external contexts.Practical implicationsManagers should pay close attention to the context and process of training and learning from the employees’ perspective. In addition, a strong HRM system will improve the benefits of training on employee performance.Originality/valueThis study provides theoretical explanations on the mechanisms linking training and employee performance based on the ability-motivation-opportunity framework.
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CERNĂTESCU, Elena Cristina, Michael Marian NICOLESCU, Marian CAZACU, Andra-Nicoleta PLOSCARU, and Simona DUMITRIU. "RELATIONSHIPS AMONG TRAINING, EMPLOYEES' PERFORMANCE, SATISFACTION, AND TURNOVER." Management & Marketing 19, no. 2 (November 30, 2021): 194–200. http://dx.doi.org/10.52846/mnmk.19.2.03.

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Nicholson, Gareth, and Dario Masini. "Bilateral deficit: relationships with training history and functional performance." Kinesiology 53, no. 1 (2021): 86–94. http://dx.doi.org/10.26582/k.53.1.11.

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The purpose of the study was to investigate the magnitude of bilateral deficit (BLD) in trained males and examine its relationship with functional performance and recent resistance training history. Ten physically active males (age: 23.02±1.27 years) self-reported the number of unilateral and bilateral exercises within their structured resistance training schedule. During two visits to the laboratory, participants performed unilateral and bilateral squat jumps (SJ) and isometric leg extensions (ILE) for the quantification of BLD. Participants also performed bilateral countermovement jumps (CMJ) and a change of direction (COD) test to quantify functional performance. The performance outcomes and information regarding training history were then correlated with the bilateral index (BLI) metric. The key findings were that: (a) a lower BLD in SJ peak power related to a greater CMJ peak force (r=.728; p=.02) and peak power (r=.750; p=.01), (b) the BLI in the ILE was unrelated to performance outcomes, and (c) BLI was unrelated to the mean number of bilateral and unilateral exercises in the structured resistance training programme of participants. In conclusion, lower levels of BLD may be advantageous for bilateral tests of functional performance (i.e. jumps) however there is a need to consider the mechanical similarity between the performance and BLD measure. Finally, the balance of unilateral and bilateral exercises in an individual’s recent resistance training history is not sensitive to the BLI measured during dynamic or isometric assessments.
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Fry, Andrew, Brian K. Schilling, Loren Z. F. Chiu, Lawrence W. Weiss, and Joan M. Eckerson. "Training Experience Alters Myosin Heavy Chain Relationships With Performance." Journal of Strength and Conditioning Research 24 (January 2010): 1. http://dx.doi.org/10.1097/01.jsc.0000367111.13285.a9.

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Shull, Ronald N., and Daniel L. Dolgin. "Personality and Flight Training Performance." Proceedings of the Human Factors Society Annual Meeting 33, no. 14 (October 1989): 891–95. http://dx.doi.org/10.1177/154193128903301406.

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Current naval aircrew selection research typically focuses on psychomotor and cognitive abilities, but evidence from flight training attrition studies suggests that many failures may be due to personality/motivational factors. This study concerns the relationships found between elements of primary flight training performance and the results of two automated personality assessment instruments: a risk test and a pilot personality questionnaire. Both risk test measures correlated significantly with a simple pass/fail index but not with actual flight grades for either student pilots or flight officers. Several of the pilot personality scales correlated significantly with various flight training criteria but many of these were also not orthogonal to measures of the current Navy/Marine Corps aviation selection test battery, while both risk test measures were.
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Wu, Y. K., Y. H. Lien, K. H. Lin, T. T. F. Shih, T. G. Wang, and H. K. Wang. "Relationships between three potentiation effects of plyometric training and performance." Scandinavian Journal of Medicine & Science in Sports 20, no. 1 (February 2010): e80-e86. http://dx.doi.org/10.1111/j.1600-0838.2009.00908.x.

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Martin, Jeffrey J. "Training and Performance Self-Efficacy, Affect, and Performance in Wheelchair Road Racers." Sport Psychologist 16, no. 4 (December 2002): 384–95. http://dx.doi.org/10.1123/tsp.16.4.384.

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In the current study, social cognitive theory was examined with athletes with disabilities. More specifically, hierarchical and self-regulatory performance self-efficacy, self-regulatory training self-efficacy, outcome confidence, and affect were examined with wheelchair road racers (N = 51). In accordance with social cognitive theory, moderate to strong significant relationships among 3 types of self-efficacy and outcome confidence were found (rs = .41 - .78). All forms of self-efficacy and positive affect (rs = .39 - .56) were also related providing additional support to social cognitive theory and the important relationships among training and performance related efficacy and affect in sport.
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Taiwo, Sunday F., Dr. Alase, Peter O., Dr. Hassan, Tolani, A., and Okusanya, Adedoyin, O. "Training and Development Practices and Employees’ Performance in Selected Manufacturing Companies in Nigeria." International Journal of Engineering and Management Research 11, no. 2 (April 30, 2021): 136–42. http://dx.doi.org/10.31033/ijemr.11.2.20.

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Managing workforce diversity in manufacturing organisations has been a problem all over the world including Nigeria. Manufacturing organisations in Nigeria continue to experience occasional drop in performance due to employees’ apathy and non-challant attitudes as a result of high level of dissatisfaction caused by inadequate attention to training and development practices. This study assessed the relationships between training and development practices and employees’ performance in selected manufacturing companies in Nigeria. A cross sectional survey research design was employed, and out of the 1,568 copies of questionnaire that were administered proportionally in the selected manufacturing companies, 1,153 copies were retrieved and found useful. Data were analysed using descriptive statistics and the hypotheses were tested using Analysis of Variance (ANOVA). The results of the findings show f-statistics of 223.717 and so, there is a significant relationship between training and development practices and employees’ performance among Nigerians working in the selected manufacturing companies. Also, f-statistics of 244.391 shows a significant relationship between training and development practices and employees’ performance among other nationals in the selected MNCs. The study concluded that there are significant relationships between training and development practices and employees’ performance in selected manufacturing MNCs in Nigeria.
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Smith, Tiaki B., Will G. Hopkins, and Tim E. Lowe. "Are There Useful Physiological or Psychological Markers for Monitoring Overload Training in Elite Rowers?" International Journal of Sports Physiology and Performance 6, no. 4 (December 2011): 469–84. http://dx.doi.org/10.1123/ijspp.6.4.469.

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There is a need for markers that would help determine when an athlete’s training load is either insufficient or excessive. In this study we examined the relationship between changes in performance and changes in physiological and psychological markers during and following a period of overload training in 10 female and 10 male elite rowers. Change in performance during a 4-wk overload was determined with a weekly 30-min time-trial on a rowing ergometer, whereas an incremental test provided change in lactate-threshold power between the beginning of the study and following a 1-wk taper after the overload. Various psychometric, steroid-hormone, muscle-damage, and inflammatory markers were assayed throughout the overload. Plots of change in performance versus the 4-wk change in each marker were examined for evidence of an inverted-U relationship that would characterize undertraining and excessive training. Linear modeling was also used to estimate the effect of changes in the marker on changes in performance. There was a suggestion of an inverted U only for performance in the incremental test versus some inflammatory markers, due to the relative underperformance of one rower. There were some clear linear relationships between changes in markers and changes in performance, but relationships were inconsistent within classes of markers. For some markers, changes considered to predict excessive training (eg, creatine kinase, several proinflammatory cytokines) had small to large positive linear relationships with performance. In conclusion, some of the markers investigated in this study may be useful for adjusting the training load in individual elite rowers.
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EVANS, DL, and KE POLGLAZE. "Relationships between electrocardiographic findings, racing performance and training in Standardbred horses." Australian Veterinary Journal 71, no. 11 (November 1994): 375–78. http://dx.doi.org/10.1111/j.1751-0813.1994.tb00932.x.

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Dissertations / Theses on the topic "Training-performance relationships"

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Smith, Michael Robert. "Relationships between selected sociometric variables and academic performance for counselors in training." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5246/.

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The purpose of this research was to examine what relationships existed between selected sociometric variables and measures of academic performance for students in a counselor training program. The sociometric variables included counseling ability, counseling knowledge, and friendship. Academic performance measures included subject GPAs, group counseling participation and final grades, prepracticum grades, and practicum grades. Data was collected from sociometric questionnaires and academic records from the years 1991 to 2004, for 840 subjects who participated in a group counseling class at the University of North Texas. Counseling knowledge had the highest correlations with all academic measures except group counseling final grades, in which counseling ability had the highest strength. The strongest correlations for all three sociometric variables occurred with group counseling final grades; correlations were r = 0.42 for counseling ability, r = 0.40 for counseling knowledge, and r = 0.30 for friendship. The sociometric variable of friendship had the lowest correlations in all academic measures, but was more significant than expected. The friendship sociometric variable may account for likeability as a factor in making sociometric choices. Combined sociometric scores led to increased correlation strength and explained variances that reached the large level of 30% with group counseling final grades. A statistically significant difference was found between A and B grade students in group counseling, on all three sociometric variables. Effect sizes were generally large. Standard deviations for the A and B grade subjects were also large and could limit predictability of grades, based on sociometric scores alone. Results strongly suggested that all three sociometric variables would be a valuable source of information regarding counselor preparation. Results also validated that individual sociometric perceptions of others tended toward agreement. Significant correlations were found over a variety of academic measures and over a time-span of 14 years, suggesting a degree of consistency and stability in sociometric measures.
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Masters, Tyler J. "Subjective Well-Being, Sport Performance, Training Load and Life Experiences of College Athletes." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1244822249.

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MacDonald, C. J., Hugh S. Lamont, J. C. Garner, K. Jackson, A. A. Kavanaugh, C. R. Carter, E. M. Owens, and Michael H. Stone. "Relationships between Measures of Jump Performance and Strength Following Three Different Methods of Resistance Training." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/4539.

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Complex training is commonly utilized in an attempt to facilitate peak power production and Rate of Force Development (RFD) via Post Activation Potentiation (PAP). This research compared the effects of six weeks of; resistance (RT), plyometric (PT), and complex training (CT) upon the relationship between peak ground reaction forces (pGRF), jump performance, and strength. Thirty-four recreationally trained college aged males (21.44 ± 3.32 years) were trained using 1 of 3 methods; resistance (RT; n = 13; 180.14 ± 4.75 cm; 83.85 ± 20.54 kg), plyometric (PT; n = 11; 181.41 ± 7.97 cm; 81.25 ± 10.43 kg), or complex training (CT; n = 10; 185.17 ± 5.56 cm; 87.54 ± 9.04 kg) twice a week for 6 weeks. Participants were tested pre (W1) and post (W9) training to assess vertical jump height (CMVJ; cm), broad jump distance (BDJ; cm), pGRF (N), and multiple 1RM (kg) strength measures. Correlation matrices calculated on % change scores for performance measures from W1 to W9 between conditions, revealed significant positive and negative correlations (r range = -.730 through .996; p < .01* and p < .05**). The greatest total of significant correlation coefficients (r) for % change was seen for the RT group. Differences in training adaptations between groups at both the muscular and neuromuscular level may account for the differences seen.
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Boulay, David Andrew. "An exploration of the relationships among organizational size, flexible work practices, training, and organizational performance using the 2002 National Organizations Survey." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1204546530.

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Beckham, G., Satoshi Mizuguchi, C. R. Carter, K. Sato, Michael W. Ramsey, H. S. Lamont, W. Guy Hornsby, G. Gregory Haff, and Michael H. Stone. "Relationships of Isometric Mid-Thigh Pull Variables to Weightlifting Performance." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/4120.

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Aim: The purpose of this study was to evaluate the relationship between weightlifting performance (snatch, clean and jerk, and total) and variables obtained from the isometric mid-thigh pull (IMTP). Methods: Twelve weightlifters, ranging from novice to advanced, performed the IMTP 10 days after a competition. Correlations were used to evaluate relationships between variables of the IMTP and absolute and scaled competition results. Results: Unscaled competition results correlated strongly with IRFD (0-200ms: r=0.567-0.645, 0-250ms: r=0.722-0.781) while results correlated weakly with Peak IRFD (5ms window, r=0.360-0.426). Absolute peak force values correlated very strongly with absolute values for the competition performance (r=0.830-0.838). Force at 100ms, 150ms, 200ms and 250ms also correlated strongly with competition results (r=0.643-0.647, r=0.605-0.636, r=0.714-0.732, r=0.801-0.804). Similar findings were noted for allometrically scaled values. Conclusion: Measures of average IRFD probably represent a more relevant variable to dynamic performance than does Peak IRFD (5ms). Maximum isometric strength also is likely to have a strong role in weightlifting performance.
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Overton, Christian C. "The relationships between multi-dimensional sociometric status and selected performance variables for counselors in training from 1991-2004." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4728/.

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The relationships between sociometric status and selected performance variables for counselors in training were investigated. Gender differences in sociometric status were also investigated. Research participants were master's level counseling students. The point-biserial correlation coefficient was used to determine the relationship between sociometric status and grades. The SPSS 13.0 crosstabulation procedure was used to examine gender differences in sociometric status. The results indicated a moderate relationship between sociometric status and grades earned in a group counseling course. A small to negligible relationship between sociometric status and pre-practicum and practicum grades was found. No gender difference in sociometric status was found. The study provides some support for the use of sociometric measurements in predicting group counseling performance, but more research is needed.
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Kassim, Mohar. "A qualitative study of the relationships between the knowledge and behaviour of coaches in two football academies in Malaysia." Thesis, Loughborough University, 2008. https://dspace.lboro.ac.uk/2134/27664.

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The formation of the Football Academy in Malaysia was seen as the best possible way to develop young footballers, through a decentralized programme with the aim to provide a strong base for many players who are sound and strong and to produce an individual player who can reach world class standard. With the problem of performance of the Malaysia national football team, which has been considerably affected by problems relating to the knowledge of coaching and behaviour of the football coaches in the coaching process, the study of the academy football coaches in Malaysia was conducted to offer some possible ways to address the issues facing the coaching profession in Malaysia. It is significant to study the academy coaches since the football academies are expected to play a prominent role in producing quality players for the states, national and international teams. The study applied a qualitative methodology to explore the unique features and circumstances surrounding the football academy coaches and players in the context of this study and the major sources of data include the interview, observation and documentation analysis. Subsequently, the findings of this study revealed that i) the development of knowledge of coaching has taken place in the academy but constrained by factors involving the coach education programme at the academy level; ii) the weaknesses of the coaches in transferring important knowledge to the players showed a significant impact on the players' performance; iii) the coaches' behaviour that were seen in organizing the players and training them for competition has impacted on the players' performance; iv) the important relationship between coaches' knowledge and behaviour that play a significant role in the development of the players; and v) other factors which have impact on the coaches' behaviour during the coaching process.
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Esposito, Brunella, and Raman Verma. "Cross-Cultural Training: Bridging Japan and Sweden." Thesis, Högskolan i Gävle, Företagsekonomi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-24528.

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Aim – The aim of the study is to investigate the way trust and relationships can be affected by Cross-Cultural Training, which will ultimately enhance intercultural business performance. Methodology – Qualitative data is gathered by conducting semi-structured interviews which provide deep responses on Cross-Cultural Training among Japanese companies operating in Sweden. Based on secondary data, theoretical discussions are grounded serves as a foundation for the study. Findings – The study resulted in two categories of companies in which one applies Cross-Cultural Training in order to build and maintain trust and relationships when developing intercultural business practices among Japanese companies and Swedish subsidiaries. Whereas the other type of companies have a different type of International Organizational Structure in which Cross-Cultural Training is redundant and relationships and trust are preserved since they do not interact directly with the Japanese- Headquarters or employees. Limitations – The research is solely based on an extensive qualitative study. Thus, a quantitative study should be conducted in order to support these findings to provide more rigidity and reliability. A complementary study from a Japanese perspective would clarify the reasons behind the decisions made in Sweden. Implications – Academicians can extend this study in order to understand the deeper reason on why some companies decide to work with an organisational structure which differs from the traditional working behaviours and dimensions of national culture. Furthermore, the study provides implications for business managers to anticipate different cultures when conducting international business. It furthermore forms a basis for academicians to conduct future research on Cross-Cultural -business and –training. These implications are generalizable across a manifold of industries since the study is based on a multiple case study.
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Huarng, Yih-Yuung. "Analysis of Relationships Between Selected Requirements for Admission to Elementary Teacher Education and Teaching Performance." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331280/.

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The problem of this study is concerned with the relationships between selected requirements for admission to elementary teacher education and teaching performance. The purposes of this study were (1) to investigate the relationships between teaching performance, as evaluated by a principal, and five selected admission criteria (the GPA at the time of admittance to teacher education; achievement test scores in reading, language, mathematics; and instructor appraisal of the student during the first education course); (2) to determine whether or not the five selected admission criteria used singly, or in some combination, predict success in teaching performance.
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Hwang, Sun Ok. "The Relationships Among Perceived Effectiveness of Network-Building Training Approaches, Extent of Advice Networks, and Perceived Individual Job Performance Among Employees in a Semiconductor Manufacturing Company in Korea." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1268891513.

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Books on the topic "Training-performance relationships"

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Ree, Malcolm James. Relationships of general ability, specific ability, and job category for predicting training performance. Brooks Air Force Base, Tex: Air Force Human Resources Laboratory, Air Force Systems Command, 1990.

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Faseur, Geert. Regie in de klas: Omgaan met veranderende relaties tussen leerkracht en leerling. Brussel: ASP, 2013.

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Sterling, Bruce S. Relationship between platoon gunnery training and live-fire performance. Alexandria, Va: U.S. Army Research Institute for the Behavioral and Social Sciences, 1996.

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Carretta, Thomas R. Field dependence-independence and its relationship to flight training performance. Brooks Air Force Base, Tex: Air Force Human Resources Laboratory, Air Force Systems Command, 1987.

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Too scared to learn: Overcoming academic anxiety. Thousand Oaks, Calif: Corwin Press, 1998.

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Damsen, Birgit van. Improving performance: Creative ways to motivate your horse. Brunsbek, Germany: Cadmos Verlag Gmbh, 2008.

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Saretske, Loran Mark. Relationships between learning styles, teaching styles and performance in corporate computer training. 1990.

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J, Schroeder D., Dollar C. S, United States. Office of Aviation Medicine., and Civil Aeromedical Institute, eds. Relationships of Type A behavior with biographical characteristics and training performance of air traffic controllers. Washington, D.C: U.S. Federal Aviation Administration, Office of Aviation Medicine, 1994.

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Elmslie, Pamela Anne. The effects of counsellor trainee's family-of-origin on the process of becoming a counsellor. 2004.

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Radcliffe, James C. Relationships between lower extremity loading and depth jump performance. 1992.

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Book chapters on the topic "Training-performance relationships"

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Ronan, Jo. "Politicized Identity: Developing a Dialectical Relationship between Disability and Ability." In Inclusivity and Equality in Performance Training, 171–87. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003125808-10.

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D’Onofrio, Grazia, Annamaria Petito, Antonella Calvio, Giusi Antonia Toto, and Pierpaolo Limone. "Robot Assistive Therapy Strategies for Children with Autism." In Psychology, Learning, Technology, 103–16. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15845-2_7.

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AbstractBackground: Autism spectrum disorder (ASD) is a category of neurodevelopmental disorder characterized by persistent deficits in social communication and social interaction across multiple contexts as well as restricted, repetitive patterns of behaviour, interests, or activities. Social robots offer clinicians new ways to interact and work with people with ASD. Robot-Assisted Training (RAT) is a growing body of research in HRI, which studies how robots can assist and enhance human skills during a task-centred interaction. RAT systems have a wide range of application for children with ASD.Aims: In a pilot RCT with an experimental group and a control group, research aims will be: to assess group differences in repetitive and maladaptive behaviours (RMBs), affective states and performance tasks across sessions and within each group; to assess the perception of family relationships between two groups before and post robot interaction; to develop a robotic app capable to run Raven’s Progressive Matrices (RPM), a test typically used to measure general human intelligence and to compare the accuracy of the robot to capture the data with that run by psychologists.Material and Methods: Patients with mild or moderate level of ASD will be enrolled in the study which will last 3 years. The sample size is: 60 patients (30 patients will be located in the experimental group and 30 patients will be located in the control group) indicated by an evaluation of the estimated enrolment time. Inclusion criteria will be the following: eligibility of children confirmed using the Autism Diagnostic Observation Schedule −2; age ≥ 7 years; clinician judgment during a clinical psychology evaluation; written parental consent approved by the local ethical committee. The study will be conducted over 10 weeks for each participant, with the pretest and post test conducted during the first and last weeks of the study. The training will be provided over the intermediate eight weeks, with one session provided each week, for a total of 8 sessions. Baseline and follow-up evaluation include: socioeconomic status of families will be assessed using the Hollingshead scale; Social Communication Questionnaire (SCQ) will be used to screen the communication skills and social functioning in children with ASD; Vineland Adaptive Behavior Scale, 2nd edition (VABS) will be used to assess the capabilities of children in dealing with everyday life; severity and variety of children’s ripetitive behaviours will be also assessed using Repetitive Behavior Scale-Revised (RBS-R). Moreover, the perception of family relationships assessment will be run by Portfolio for the validation of parental acceptance and refusal (PARENTS).Expected Results: 1) improbe communication skills; 2) reduced repetitive and maladaptive behaviors; 3) more positive perception of family relationships; 4) improved performance.Conclusions: Robot-Assisted Training aims to train and enhance user (physical or cognitive) skills, through the interaction, and not assist users to complete a task thus a target is to enhance user performance by providing personalized and targeted assistance towards maximizing training and learning effects. Robotics systems can be used to manage therapy sessions, gather and analyse data and like interactions with the patient and generate useful information in the form of reports and graphs, thus are a powerful tool for the therapist to check patient’s progress and facilitate diagnosis.
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Abdollahian, Mark, John Thomas, Zining Yang, and Rita Chiang. "Making Relationships Matter: Director Interlocks and Fortune 500 Performance, 1996–2007." In Advances in Human Factors, Business Management, Training and Education, 1159–69. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42070-7_105.

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Vartanian, Oshin, Cathy Boscarino, Jerzy Jarmasz, and Vlad Zotov. "Training-Related Stress and Performance in the Military." In Handbook of Military Sciences, 1–21. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-02866-4_60-1.

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AbstractConsiderable research has focused on the effects of stress on the performance of military personnel on the battlefield. Less studied are the effects of stress on the performance of military personnel in the course of routine activities such as training. This chapter takes stock of stressors that impact learning and performance on a wide host of training-related activities, including simulated stress. This literature suggests a nuanced relationship between stress and performance in training, and highlights the moderating and mediating effects that social, contextual, and individual-differences factors exert on that relationship. Importantly, although training scenarios aim to mimic realistic levels of stress to develop resilience, it is critical that stress induced in the training environment does not surpass the regulatory abilities of the trainees to cause impairments in learning. Toward that end, we discuss regulatory mechanisms that can be engaged to manage the effect of stress on training-related performance, as well as novel findings from systems neuroscience on how the brain responds to the presence of acute stress.
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Ganter, Nico, Kerstin Witte, and Jürgen Edelmann-Nusser. "Application of Different Computerized Methods for Modelling the Training-Performance Relationship." In The Engineering of Sport 6, 197–202. New York, NY: Springer New York, 2006. http://dx.doi.org/10.1007/978-0-387-45951-6_36.

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Mardinawaty, Selva, Yeni Absah, and Isfenti Sadalia. "The Influence of Training Program and Work Environment on Employee Performance Through Work Satisfaction as a Mediating Variable." In Proceedings of the 19th International Symposium on Management (INSYMA 2022), 655–63. Dordrecht: Atlantis Press International BV, 2022. http://dx.doi.org/10.2991/978-94-6463-008-4_82.

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AbstractThis study aims to investigate the effect of a training program and work environment on employee performance through work satisfaction. The research methodology used was descriptive quantitative with a path analysis approach to answer the research hypothesis. The research population was 78 employees of a company engaged in Information Technology in Medan, Indonesia. The study results show that training programs and work environments directly affect employee performance and job satisfaction can mediate the relationship between the training program and work environment on employee performance.
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Siouli, Styliani, Stylianos Makris, Evangelia Romanopoulou, and Panagiotis P. D. Bamidis. "Living with Learning Difficulties: Two Case Studies Exploring the Relationship Between Emotion and Performance in Students with Learning Difficulties." In Addressing Global Challenges and Quality Education, 131–43. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57717-9_10.

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AbstractResearch demonstrates that positive emotions contribute to students’ greater engagement with the learning experience, while negative emotions may detract from the learning experience. The purpose of this study is to evaluate the effect of a computer-based training program on the emotional status and its effect on the performance of two students with learning difficulties: a second-grade student of a primary school with Simpson-Golabi-Behmel syndrome and a fourth-grade student of a primary school with learning difficulties. For the purpose of this study, the “BrainHQ” web-based cognitive training software and the mobile app “AffectLecture” were used. The former was used for measuring the affective state of the students before and after each intervention. The latter was used for improving students’ cognitive development, in order to evaluate the possible improvement of their initial emotional status after the intervention with “BrainHQ” program, the possible effect of positive/negative emotional status on their performance, as well as the possible effect of high/poor performance on their emotional status. The results of the study demonstrate that there is a positive effect of emotion on performance and vice versa and the positive effect of performance on the emotional status and vice versa. These findings suggest that the affective state of students should be taken into account by educators, scholars and policymakers.
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Barnow, Burt S. "Exploring the Relationship between Performance Management and Program Impact: A Case Study of the Job Training Partnership Act." In Social Experimentation, Program Evaluation, and Public Policy, 468–90. Oxford, UK: Blackwell Publishing Ltd., 2009. http://dx.doi.org/10.1002/9781444307399.ch27.

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Suherman, Enjang, Suroso, Budi Rismayadi, and Sihabudin. "Mediating Effect of Psychology Empowerment on the Influence of Knowledge Sharing to Lecturer Performance: An Empirical Study in UBP Karawang." In Proceedings of the 19th International Symposium on Management (INSYMA 2022), 445–52. Dordrecht: Atlantis Press International BV, 2022. http://dx.doi.org/10.2991/978-94-6463-008-4_56.

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AbstractLecturers’ academic positions, university accreditation ratings, and lecturers’ education levels that are not yet optimal indicate that lecturers’ performance is still not optimal. The government’s efforts by providing scholarships, training, and grants are a form of empowering lecturers. In addition, there are research inconsistencies, which assume that knowledge sharing can improve lecturer performance is a concern, so the authors develop psychological empowerment variables as a form of renewal. The study aims to analyze the effect of psychological empowerment on relationship knowledge sharing on lecturer performance. This research method used descriptive verification with scale range analysis and path analysis. The population of this research was all lecturers at the University of Buana Perjuangan Karawang, with a sample of 119 respondents. The results of this study reveal that the Knowledge sharing variable is in the high category, the two psychological empowerment variables are in a good category, and the performance of lecturers is in a good category. While the verification analysis shows that there is a positive and significant influence of the knowledge sharing variable on psychological empowerment. The effect of the psychological empowerment variable on the performance of lecturers shows a positive and significant impact. The influence of the knowledge sharing variable on the performance of lecturers through psychological empowerment shows a positive and significant impact.
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Wu, Yung Chang, Lin Feng, and Shiann Ming Wu. "A Study on the Relationship between Enterprise Education and Training and Operational Performance—A Cases Study of a Multinational Group." In Advances in Intelligent Systems and Computing, 415–25. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-69096-4_58.

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Conference papers on the topic "Training-performance relationships"

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Smith, Julia. "Exploring the Impact of Teaching Training in Classroom Management on Socioeconomic Status–Academic Performance Relationships in Kindergarten." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1573062.

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Bang, Duhyeon, Kyungjune Baek, Jiwoo Kim, Yunho Jeon, Jin-Hwa Kim, Jiwon Kim, Jongwuk Lee, and Hyunjung Shim. "Logit Mixing Training for More Reliable and Accurate Prediction." In Thirty-First International Joint Conference on Artificial Intelligence {IJCAI-22}. California: International Joint Conferences on Artificial Intelligence Organization, 2022. http://dx.doi.org/10.24963/ijcai.2022/390.

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When a person solves the multi-choice problem, she considers not only what is the answer but also what is not the answer. Knowing what choice is not the answer and utilizing the relationships between choices, she can improve the prediction accuracy. Inspired by this human reasoning process, we propose a new training strategy to fully utilize inter-class relationships, namely LogitMix. Our strategy is combined with recent data augmentation techniques, e.g., Mixup, Manifold Mixup, CutMix, and PuzzleMix. Then, we suggest using a mixed logit, i.e., a mixture of two logits, as an auxiliary training objective. Since the logit can preserve both positive and negative inter-class relationships, it can impose a network to learn the probability of wrong answers correctly. Our extensive experimental results on the image- and language-based tasks demonstrate that LogitMix achieves state-of-the-art performance among recent data augmentation techniques regarding calibration error and prediction accuracy.
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Li, Tian, Xiang Chen, Zhen Dong, Kurt Keutzer, and Shanghang Zhang. "Domain-Adaptive Text Classification with Structured Knowledge from Unlabeled Data." In Thirty-First International Joint Conference on Artificial Intelligence {IJCAI-22}. California: International Joint Conferences on Artificial Intelligence Organization, 2022. http://dx.doi.org/10.24963/ijcai.2022/585.

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Domain adaptive text classification is a challenging problem for the large-scale pretrained language models because they often require expensive additional labeled data to adapt to new domains. Existing works usually fails to leverage the implicit relationships among words across domains. In this paper, we propose a novel method, called Domain Adaptation with Structured Knowledge (DASK), to enhance domain adaptation by exploiting word-level semantic relationships. DASK first builds a knowledge graph to capture the relationship between pivot terms (domain-independent words) and non-pivot terms in the target domain. Then during training, DASK injects pivot-related knowledge graph information into source domain texts. For the downstream task, these knowledge-injected texts are fed into a BERT variant capable of processing knowledge-injected textual data. Thanks to the knowledge injection, our model learns domain-invariant features for non-pivots according to their relationships with pivots. DASK ensures the pivots to have domain-invariant behaviors by dynamically inferring via the polarity scores of candidate pivots during training with pseudo-labels. We validate DASK on a wide range of cross-domain sentiment classification tasks and observe up to 2.9% absolute performance improvement over baselines for 20 different domain pairs. Code is available at https://github.com/hikaru-nara/DASK.
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Samuel, Naryn, Nicholas Caporusso, and Devyn Ferman. "A Peer-to-Peer Corpus for Conversational Agents for Long-Distance Relationships." In Intelligent Human Systems Integration (IHSI 2022) Integrating People and Intelligent Systems. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001063.

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Recent advances in machine learning, including the development of more effective natural language processing (NLP) models, have enabled the use of text classification and generation algorithms, sentiment and emotion detection models, and intelligent conversational agents, in different domains, from business to healthcare. Specifically, intelligent and conversational agents (e.g., chatbots) are currently incorporated in many applications (e.g., customer care and decision support systems) to automate tasks while simultaneously providing users with a more credible and natural human-like interaction. The availability of NLP corpora is crucial for training conversational agents and increasing their quality and performance. Nevertheless, the availability of domain-specific NLP corpora is crucial for training conversational agents, especially in applications that focus on mental health counseling and support. In this paper, we introduce a corpus especially designed for NLP tasks that focus on providing bi-national couples in a long-term relationship with mental health support. Our dataset contains over 4000 posts and users’ reactions published on social media groups dealing with COVID-19 travel restrictions. We detail the content of the dataset, its format, and its use in the development of NLP applications.
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Liu, Xiaobin, and Shiliang Zhang. "Graph Consistency Based Mean-Teaching for Unsupervised Domain Adaptive Person Re-Identification." In Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. California: International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/121.

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Recent works show that mean-teaching is an effective framework for unsupervised domain adaptive person re-identification. However, existing methods perform contrastive learning on selected samples between teacher and student networks, which is sensitive to noises in pseudo labels and neglects the relationship among most samples. Moreover, these methods are not effective in cooperation of different teacher networks. To handle these issues, this paper proposes a Graph Consistency based Mean-Teaching (GCMT) method with constructing the Graph Consistency Constraint (GCC) between teacher and student networks. Specifically, given unlabeled training images, we apply teacher networks to extract corresponding features and further construct a teacher graph for each teacher network to describe the similarity relationships among training images. To boost the representation learning, different teacher graphs are fused to provide the supervise signal for optimizing student networks. GCMT fuses similarity relationships predicted by different teacher networks as supervision and effectively optimizes student networks with more sample relationships involved. Experiments on three datasets, i.e., Market-1501, DukeMTMCreID, and MSMT17, show that proposed GCMT outperforms state-of-the-art methods by clear margin. Specially, GCMT even outperforms the previous method that uses a deeper backbone. Experimental results also show that GCMT can effectively boost the performance with multiple teacher and student networks. Our code is available at https://github.com/liu-xb/GCMT .
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Wang, Yiqing, and Peiwei Sun. "Fault Diagnosis Based on KPCA and RUSboost for Nuclear Power Plants." In 2022 29th International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/icone29-92163.

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Abstract Nonlinear relationships among different process variables are very common in nuclear reactors. When constructing a nonlinear model to for process monitoring, linear-based monitoring technique has been proved inefficient and problematic. Kernel principle component analysis (KPCA) combines the principle component analysis and kernel method to cope with fault diagnose in nonlinear system. Experiments are conducted using data samples from Generic Pressurized Water Reactor Simulator(GPWR) to simulate sensor fault and three types system faults. The nonlinear relationship among monitoring variables is analyzed. KPCA is used to capture the nonlinear relationships to distinguish the sensor fault and system fault, which shows the superiority of KPCA to detect a univariate fault. Subsequently, system faults are further analyzed as a classification problem. Samples imbalance is another common problem existing in diagnose domains. When training samples of one class outnumber than other class, traditional classification algorithm performance may deteriorate. Random under-sampling boosting (RUSboost), a hybrid sampling and boosting algorithm is used to alleviate the imbalance problem. The performances of classifiers by four metrics is evaluated. When compared to Adaboost (contains only boosting), tree variants (base model and ensemble bagged trees) and Gaussian SVM, RUS boosting shows significantly high accuracy and robust performance in dealing with different ratio of training samples, which shows that RUSboost is an excellent technique to cope with imbalanced data in fault diagnose for nuclear power plants.
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Feng, Lei, Senlin Shu, Zhuoyi Lin, Fengmao Lv, Li Li, and Bo An. "Can Cross Entropy Loss Be Robust to Label Noise?" In Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. California: International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/305.

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Trained with the standard cross entropy loss, deep neural networks can achieve great performance on correctly labeled data. However, if the training data is corrupted with label noise, deep models tend to overfit the noisy labels, thereby achieving poor generation performance. To remedy this issue, several loss functions have been proposed and demonstrated to be robust to label noise. Although most of the robust loss functions stem from Categorical Cross Entropy (CCE) loss, they fail to embody the intrinsic relationships between CCE and other loss functions. In this paper, we propose a general framework dubbed Taylor cross entropy loss to train deep models in the presence of label noise. Specifically, our framework enables to weight the extent of fitting the training labels by controlling the order of Taylor Series for CCE, hence it can be robust to label noise. In addition, our framework clearly reveals the intrinsic relationships between CCE and other loss functions, such as Mean Absolute Error (MAE) and Mean Squared Error (MSE). Moreover, we present a detailed theoretical analysis to certify the robustness of this framework. Extensive experimental results on benchmark datasets demonstrate that our proposed approach significantly outperforms the state-of-the-art counterparts.
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Borumand, Mohammad, Sima Esfandiarpour Borujeni, Saideep Nannapaneni, Moriah Ausherman, Guru Madiraddy, Michael Sealy, and Gisuk Hwang. "Process Mapping of Additively-Manufactured Metallic Wicks Through Surrogate Modeling." In ASME 2021 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/imece2021-71241.

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Abstract Tailored wick structures are essential to develop efficient two-phase thermal management systems in various engineering applications, however, manufacturing a geometrically-complex wick is challenging using conventional manufacturing processes due to limited manufacturability and poor cost effectiveness. Additive manufacturing is an ideal alternative, however, the state-of-the-art metal three-dimensional printers have poor manufacturability when depositing pre-designed porous wicks with pore sizes below 100 μm. In this paper, a powder bed fusion 3D printer (Matsuura Lumex Avance-25) was employed to fabricate metallic wicks through partial sintering for pore sizes below 100 μm with data-driven control of process parameters. Hatch spacing and scan speed were selected as the two main AM process parameters to adjust. Due to the unavailability of process maps between the process parameters and properties of printed metallic wick structures, different surrogate-based models were employed to identify the combinations of the two process parameters that result in improved manufacturability of wick structures. Since the generation of training points for surrogate model training through experimentation is expensive and time-consuming, Bayesian optimization was used for sequential and intelligent selection of training points that provide maximum information gain regarding the relationships between the process parameters and the manufacturability of a 3D printed wick structure. The relationship between the required number of training points and model prediction accuracy was investigated. The AM parameters’ ranges were discretized using six values of hatch spacing and seven values of scan speed, which resulted in a total of 42 combinations across the two parameters. Preliminary results conclude that 80% prediction accuracy is achievable with approximately forty training points (only 10% of total combinations). This study provides insights into the selection of optimal process parameters for the desired additively-manufactured wick structure performance.
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Hu, Di, Gang Chen, Tao Yang, Cheng Zhang, Ziwen Wang, Qianming Chen, and Bing Li. "An Artificial Neural Network Model for Monitoring Real-Time Parameters and Detecting Early Warnings in Induced Draft Fan." In ASME 2018 13th International Manufacturing Science and Engineering Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/msec2018-6370.

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This paper describes a method to monitor real time parameters and detect early warnings in induced draft fan (ID FAN). An artificial neural network (ANN) model based on cross-relationships among operating parameters was established. In particular, this paper adopted the pre-training of Restricted Boltzmann machines (RBM) and analyzed the training errors of model. A new approach was proposed to monitor parameters by predicted value of model and distribution law of training error, and the reasonable range of each parameter was defined to detect the early warnings in real time. Combining the historical operational data of the No. 1 induced draft fan of No. 3 generating unit in Shajiao C Power Plant in China, this work used MATLAB to verify and analyze the proposed method. The numerical examples shown that the proposed method has better detection performance than the fixed upper and lower limits in the safety instrumented system (SIS). Moreover, this work can expand to other machinery that could be used in manufacturing easily.
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McDonald, Andrew. "Impact of Missing Data on Petrophysical Regression-Based Machine Learning Model Performance." In 2022 SPWLA 63rd Annual Symposium. Society of Petrophysicists and Well Log Analysts, 2022. http://dx.doi.org/10.30632/spwla-2022-0125.

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Within the oil and gas industry, large volumes of data are gathered daily and will continue to grow into the future as technology develops. The quality of the data gathered has wide-ranging consequences that can impact future exploration, development, reserves estimation, and key financial decisions. Therefore, it is crucial that the data being used within petrophysical data driven machine learning models is of a high standard and free from invalid data. If poor quality data is fed into an algorithm, the output may be severely impacted in terms of statistical bias, and a reduction in accuracy and precision. Missing data is one of the most common issues faced when working with well log data sets. Gaps within logging curves can occur for a multitude of reasons: intermittent tool failure, complete tool failure, tool offsets recording data at different depths, and bad data being manually removed by interpreters. It is a common practice to either drop depth levels (listwise deletion) containing missing values or impute the values from empirical relationships or from machine learning models that have been developed using offset wells. Removal of depth levels containing missing values can reduce the amount of information available for training and validating data-driven machine learning algorithms. Imputation of values can introduce bias and impact the statistical distribution of the data. This study discusses the main causes behind missing data within well logs and the potential solutions that have been widely adopted within the data science and machine learning domains. To evaluate the impact of missing data on machine learning models, three commonly used algorithms, namely support vector regression, random forests, and artificial neural networks, were adopted for the prediction of bulk density. To understand the performance of the selected algorithms to missing data, the models were evaluated on a fixed test dataset and the training dataset was reduced in 10% increments to simulate varying levels of missing data. As the training dataset size is reduced, the performance of all three algorithms worsens, with results from the artificial neural network model being the most impacted and most variable. Results from the random forest algorithm were the least impacted and remained the most stable under decreasing training dataset size.
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Reports on the topic "Training-performance relationships"

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Hutchins, Shaun D., Thomas F. Carolan, Beth M. Plott, Patty L. McDermott, and Karin A. Orvis. Development of the TARGET Training Effectiveness Tool and Underlying Algorithms Specifying Training Method - Performance Outcome Relationships. Fort Belvoir, VA: Defense Technical Information Center, May 2014. http://dx.doi.org/10.21236/ada602469.

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Heuckeroth, Otto. Relationships Between Training Level, Aptitude and System Performance on the AN/TRC-170: Weighted and Unweighted Correctional Analysis. Fort Belvoir, VA: Defense Technical Information Center, December 1988. http://dx.doi.org/10.21236/ada393540.

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Alderks, Cathie E. Relationships Between Vertical Cohesion and Performance in Light Infantry Squads, Platoons, and Companies at the Joint Readiness Training Center (JRTC). Fort Belvoir, VA: Defense Technical Information Center, March 1992. http://dx.doi.org/10.21236/ada249254.

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Sterling, Bruce S. Relationship Between Platoon Gunnery Training and Live-Fire Performance. Fort Belvoir, VA: Defense Technical Information Center, September 1996. http://dx.doi.org/10.21236/ada319342.

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Johnson, Carol A., Jr Williams, and Richard K. National Training Center Performance Trends for the Maneuver Operating System: Relationship to Training Doctrine. Fort Belvoir, VA: Defense Technical Information Center, April 1988. http://dx.doi.org/10.21236/ada195472.

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Lu, Tianjun, Jian-yu Ke, Fynnwin Prager, and Jose N. Martinez. “TELE-commuting” During the COVID-19 Pandemic and Beyond: Unveiling State-wide Patterns and Trends of Telecommuting in Relation to Transportation, Employment, Land Use, and Emissions in Calif. Mineta Transportation Institute, August 2022. http://dx.doi.org/10.31979/mti.2022.2147.

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Telecommuting, the practice of working remotely at home, increased significantly (25% to 35%) early in the COVID-19 pandemic. This shift represented a major societal change that reshaped the family, work, and social lives of many Californians. These changes also raise important questions about what factors influenced telecommuting before, during, and after COVID-19, and to what extent changes in telecommuting have influenced transportation patterns across commute modes, employment, land use, and environment. The research team conducted state-level telecommuting surveys using a crowd-sourced platform (i.e., Amazon Mechanical Turk) to obtain valid samples across California (n=1,985) and conducted state-level interviews among stakeholders (n=28) across ten major industries in California. The study leveraged secondary datasets and developed regression and time-series models. Our surveys found that, compared to pre-pandemic levels, more people had a dedicated workspace at home and had received adequate training and support for telecommuting, became more flexible to choose their own schedules, and had improved their working performance—but felt isolated and found it difficult to separate home and work life. Our interviews suggested that telecommuting policies were not commonly designed and implemented until COVID-19. Additionally, regression analyses showed that telecommuting practices have been influenced by COVID-19 related policies, public risk perception, home prices, broadband rates, and government employment. This study reveals advantages and disadvantages of telecommuting and unveils the complex relationships among the COVID-19 outbreak, transportation systems, employment, land use, and emissions as well as public risk perception and economic factors. The study informs statewide and regional policies to adapt to the new patterns of telecommuting.
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Lindwall, Jennifer. The Relationship Between Undergraduate Research Training Programs and Motivational Resources for Underrepresented Minority Students in STEM: Program Participation, Self-efficacy, a Sense of Belonging, and Academic Performance. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7143.

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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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