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Grandhi, Manasa, und A. Sailaja A. Sailaja. „A Review on Effectiveness of Training Methods of Trainings Conducted by Different Training Institutes“. International Journal of Scientific Research 2, Nr. 4 (01.06.2012): 1–2. http://dx.doi.org/10.15373/22778179/apr2013/1.
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Yang, Jum Hong, Chi Wook Park und Jae Hyun Choi. „Effects of 24-Week Weight Training and Plyometric Training on the Physique, Body Composition and Fitness of Male High School Students“. Journal of Sport and Leisure Studies 30 (30.09.2007): 583–93. http://dx.doi.org/10.51979/kssls.2007.09.30.583.
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Sicari, Rosa. „Training, training and more training“. International Journal of Cardiovascular Imaging 37, Nr. 7 (17.05.2021): 2169. http://dx.doi.org/10.1007/s10554-021-02264-6.
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Rahmana, Arief, und Yaya Sukaya. „Training Needs Analysis: Suggested Framework for Identifying Training Need“. International Journal of Psychosocial Rehabilitation 24, Nr. 02 (13.02.2020): 3861–68. http://dx.doi.org/10.37200/ijpr/v24i2/pr200707.
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Masud, Mehedi. „Exploring the Training Spectrum:“. Bangladesh Journal of Public Administration 30, Nr. 3 (22.12.2022): 97–134. http://dx.doi.org/10.36609/bjpa.v30i3.379.
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60-hour long training is a continuous professional development programme for the public servants of the people’s republic of Bangladesh. This training aims at the capacity development of the public servants, which in turns contributes to the organisational performance. 60-hour long training in a year for the employees of public sector in different public sector organisations across the country has been undertaken to raise the skills and competencies and modify the attitude of the public servants under the supervision of MOPA. Since its introduction in 2016, the efficacy of 60-hour long Training programme has not been explored yet. Therefore, this study aims at filling in this gap in literature in public sector, focusing on the trainings offered to employees and its influence on their performance in these organisations. How the outcome of the 60-hour training leads to increased organisational performance is yet to be ascertained. Interpretive approach has been adopted in this study. Data have been collected from selected upazilas of two districts (Moulvibazar, Habiganj) and three Ministries, namely, Ministry of Public Administration, Ministry of Education and Ministry of Health. The findings of the study show that training characteristics consist of before-the-training, during-the-training and after-the-training characteristics. The characteristics of these three stages of training that influence training effectiveness of the 60-hour training in this study comprise: learning readiness of the trainees, pre-training facilitation and activities, environment of training, training method, performance of trainer and style, training contents, training objectives and results. Research findings suggest the strongest important relationships between the characteristics of training such as pre-training, during-the-training and post-training that in turn contribute to the effectiveness of the 60-hour training.
Sixty-hour trainin, Efficacy, before-the-training,
during-the-training and after-the-training characteristic
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Lopatynska, Iryna. „MODERN TECHNOLOGIES FOR TRAINING AND ADVANCED TRAINING OF POLICE OFFICERS“. Ukrainian polyceistics: theory, legislation, practice 1, Nr. 1 (April 2021): 182–88. http://dx.doi.org/10.32366/2709-9261-2021-1-1-182-188.
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The article is devoted to the study of high effectiveness of active forms, methods and technologies of training police officers during educational process. The system of training police officers combines psychological, theoretical and practical aspects It is noted the important tool for the professional activity of law enforcement officers of Ukraine is the study of advanced professional experience of law enforcement agencies in Europe. As the employee of the National Police is focused on effective solving the tasks facing him, but constant psychological support and awareness of the possibility of professional development.
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Dr.k.bagavinar, Dr k. bagavinar, und Dr k. kamalakkannan Dr.k.kamalakkannan. „Effect of Aerobic Training, Aquatic Training and Combined Training on Selected Physical Fitness Variables Among Obese College Men“. Indian Journal of Applied Research 3, Nr. 12 (01.10.2011): 488–91. http://dx.doi.org/10.15373/2249555x/dec2013/149.
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Vairagi, Nishad Nitin, Smitil Dattatrey Patil und Pratibha M. Deshmukh. „Training Needs Analysis“. International Journal of Trend in Scientific Research and Development Volume-2, Issue-5 (31.08.2018): 647–48. http://dx.doi.org/10.31142/ijtsrd15759.
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Gerdin, Göran. 2017. Boys, Bodies, and Physical Education: Problematizing Identity, Schooling, and Power Relations through a Pleasure Lens. New York: Routledge. 216 pp. $160.00. ISBN 978-1-13864-997-2 (hardback); ISBN 978-1-31562-557-7 (e-book)
Byrd, Rebekah J. „Safe Space Training- TACES Preconference Training“. Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/919.
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Tanaka, Hirofumi. „Dry-land strength training for competitive swimming : interaction between strength training and swim training“. Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/834620.
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In an attempt to determine the value of dry-land weight training on swimming performance, two groups of twenty four intercollegiate male swimmers were equated based upon pre-swimming performance, swim power values, stroke specialities, and collegiate swimming experience. At the start of a swimming season there were no significant differences (p>0.05) between the swim training group (SWIM, N=12) and the combined weight and swim training group (COMBO, N=12). Throughout the 13 weeks of their competitive swimming season, both SWIM and COMBO swam together six days a week. In addition, the COMBO engaged in a weight training program three days a week between the third and eleventh weeks (for eight weeks) of the season. The weight training program, using free weights, was intended to simulate arm actions and muscle actions similar to those used during front crawl swimming. Both COMBO and SWIM groups had significant but similar power gains (p<0.05) as measured on the biokinetic swim bench and during a tethered swim. Swimmers in both groups experienced a significant (p<0.05) increase in competitive swim performance from 1991 to 1992 (0.89 ± 0.60% in COMBO and 0.87 ± 0.4Q% in SWIM) whereas no change in distance per stroke (p>0.05) was observed throughout the course of this investigation. Mean total testosterone levels were not altered during the weight training period in either group. No significant (p>0.05) differences were found between the groups in any of the swim power and swimming performance tests. In this investigation, dry-land weight training did not improve swimming performance despite the fact that the COMBO was able to increase the weights used during strength training by 25 to 35%. The lack of positive transfer between dry-land strength gains and swimming propulsive force may be due to the specificity of training. Human Performance Laboratory
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Cox, Brenda. „Scenario based training in an aviation training environment“. [Denver, Colo.] : Regis University, 2010. http://adr.coalliance.org/codr/fez/view/codr:87.
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Colaço, Tanya. „Computer training and training transfer, an exploratory study“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ36919.pdf.
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Scott, Sharon G. „Factors Impacting the Selection of Training-Delivery Systems and Training Methodology of Virginia Training Professionals“. Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/30112.
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The purpose of this exploratory study was to determine which of the three training-delivery systems is the most frequently selected by training professionals in Virginia and which training methods are selected to support the chosen delivery systems. The study also examined the extent to which internal and external factors contributed to the selection of the delivery systems and the training methods. Qualitative research methodology was employed in analyzing the results of 12 in-depth interviews with purposively selected training professionals in Virginia in order to answer the research questions. This study found that (a) the training professionals chose instructor-led classroom for 46% of their programs, the blended method for 32%, and online for 22%; (b) they used a wide variety of training methods to support the program objectives and meet the audience’s needs; and (c) external factors more frequently impacted selection decisions than did internal factors, but one internal factor that impacted selection decisions was the training professionals’ understanding of instructional systems design. The external factors that had the greatest impact on the training system chosen were workplace constraints such as immediacy and scalability and the size and geographical dispersion of the audience. That is, for large and/or dispersed audiences coupled with time constraints, the online delivery system was chosen most often. Likewise, mandatory programs were most likely to be offered online. The following conclusions were drawn: (a) a shift is taking place from instructor-led-classroom delivery to blended delivery, (b) instructor-led classroom incorporates methodologies that extend beyond the lecture format, (c) companies are using emerging technologies in training and development, and (d) training and development continues to add value to the workforce, which is a powerful competitive advantage. Ph. D.
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Granger, Benjamin P. „Moderating effect of training content complexity on the relationship between training media and training outcomes“. [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002885.
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Granger, Benjamin P. „Moderating Effect of Training Content Complexity on the Relationship Between Training Media and Training Outcomes“. Scholar Commons, 2008. https://scholarcommons.usf.edu/etd/1989.
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Web-based training (WBT) and classroom instruction (CI) constitute two training media that are commonly employed by organizations. Although the effectiveness of one medium relative to the other depends on a number of factors (e.g., Sitzmann, Kraiger, Stewart, & Wisher, 2006) this study aims to address several methodological issues common in the extant media research and investigate the moderating role of training content complexity on the relationship between media and important training outcomes. Utilizing a 2x2 experimental design, one hundred forty-two undergraduate students were randomly assigned to one of four training courses. Each training course involved a PowerPoint 2007 training tutorial in which trainees were presented with information about certain PowerPoint functions. The CI training courses included three instructors who presented course material to trainees in a predetermined time frame while the WBT courses gave trainees substantial control over their allocation of time during the training course. Results suggest that trainees in the CI courses spent substantially more time on course-related activities than those in the WBT courses, which led to less knowledge acquisition when trainees in the WBT course were presented with relatively complex training material. These findings suggest that although learner control is generally considered a positive aspect of WBT (e.g., Kinzie & Sullivan, 1989) it can lead to less time-on-task and ultimately less learning and less effective transfer when the training content is complex in nature. Theoretical and practical implications of these findings are also discussed.
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Li, Wen-Chin. „Aeronautical decision-making (ADM) training : the identification of training needs, developing a training program and evaluating the effectiveness of a training intervention“. Thesis, Cranfield University, 2006. http://hdl.handle.net/1826/4054.
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Flying a high-technology fighter with high stakes and under high g-force is not only an
issue of skilled psychomotor performance but also of real-time decision-making involving
situation awareness, choice amongst alternatives, time pressure and risk assessment.
There is no aeronautical decision-making (ADM) training program for military pilots in
existence neither in the R. O. C. Air Force nor around the world, although academic
research had recognized the training needs for aeronautical decision-making. This
research consists of three studies described in six chapters to develop an effective solution
for ADM problems in order to improve military pilots' decision-making in a dynamic and
time-limited tactical environment.
The first chapter is an executive summary comprised by three studies. The second
chapter identified ADM training needs by applied the Human Factors Analysis and
Classification System (HFACS). Without good analysis it is impossible to identify
precisely the training needs and the nature of the training content required for improving
pilots' performance. The third chapter examined five ADM training mnemonics in six
different decision-making scenarios for developing an ADM training program. There are
many ADM mnemonics available. However, there was lack of empirical research
investigating the efficiency of those ADM mnemonics in the real-time tactical
environment. The fourth chapter evaluates the effectiveness of ADM training program by
simulator trials and pencil and paper trials. The fifth chapter is overall discussion,
followed by the final chapter containing conclusions and recommendations.
This research demonstrated that ADM training program did improve pilots' in-flight
decision-making performance. Improvements in pilots' situation assessment and risk
management were obtained, but these were traded-off for response time. To improve the
quality of pilots' decision-making, the ADM training program needs to be coordinated
with real-time simulator scenarios training. The findings have demonstrated that the
ADM training program significantly improved pilots' situation assessment and risk
management. However, it still needs to be established if these performance gains
continue to be evident at a later date during actual operations.
Walker, C. Eugene. „Training: Special training issues.“ In Encyclopedia of psychology, Vol. 8., 105–8. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10523-043.
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Kehoe, Raymond, und Alka Jarvis. „Training“. In ISO 9000-3, 155–56. New York, NY: Springer New York, 1996. http://dx.doi.org/10.1007/978-1-4612-0725-2_21.
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Bolton, Andrew. „Training“. In Quality Management Systems for the Food Industry, 90–95. Boston, MA: Springer US, 1999. http://dx.doi.org/10.1007/978-1-4615-6091-3_11.
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Warren, Robert H. „Training“. In Motivation and Productivity in the Construction Industry, 207–19. Boston, MA: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4684-8827-2_11.
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Fries, Stefan, und Elmar Souvignier. „Training“. In Pädagogische Psychologie, 405–23. Berlin, Heidelberg: Springer Berlin Heidelberg, 2020. http://dx.doi.org/10.1007/978-3-662-61403-7_17.
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McGraw, Mary, und Amanda Goldstein. „Training“. In From an Association to a Royal College, 81–90. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-43582-4_10.
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Fries, Stefan, und Elmar Souvignier. „Training“. In Pädagogische Psychologie, 401–19. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-41291-2_17.
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Konferenzberichte zum Thema "Training of":
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„Professional training and education“. In Proceedings of UK Radiological Conference 2014. The British Institute of Radiology, 2014. http://dx.doi.org/10.1259/conf-pukrc.2014.training.
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„Professional training and education“. In Proceedings of UK Radiological Conference 2015. The British Institute of Radiology, 2015. http://dx.doi.org/10.1259/conf-pukrc.2015.training.
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Richards, Debbie, und Nicolas Szilas. „Training a training system“. In the 11th international conference. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1111449.1111524.
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The study examines the nature and impact of ICT trainings received by teacher educators in Southwestern Nigeria teacher training institutions. Four hundred and sixty nine teacher educators participated in the study by responding to three research instruments. The instruments enquired information on ICT training background, competence and use level of teacher educators. Data were analyzed using descriptive statistics, one-way ANOVA and Chi-square. Result showed that more than half of the educators had been exposed to one form of ICT training or the other. But trainings had hardly included the use of ICT in instruction. Most of those trained received their training directly from the institution. Educators preferred mostly the inclusion of software skills on teachers’ ICT training curriculum. It was also found that training delivery has no varying effect on basic ICT skills.
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Ahmad Nizam Mohd Yusof. „Training transfer: Training characteristic, training design and work environment evaluation“. In 2011 International Conference on Business, Engineering and Industrial Applications (ICBEIA). IEEE, 2011. http://dx.doi.org/10.1109/icbeia.2011.5994263.
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Yusof, Ahmad Nizam Mohd. „Training transfer: Training characteristic, training design and work environment evaluation“. In Environment (ISESEE). IEEE, 2011. http://dx.doi.org/10.1109/isesee.2011.5977127.
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Greathouse, James A. „Training“. In the 33rd annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1099435.1099458.
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Swift, D. J. „Motivation in training [UK military training]“. In IEE and MOD HFI DTC Symposium on People and Systems - Who are we Designing for? IEE, 2005. http://dx.doi.org/10.1049/ic:20050449.
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Pammer-Schindler, Viktoria, Stefan Thalmann, Angela Fessl und Julia Füssel. „Virtualizing face-2-face trainings for training senior professionals“. In L@S '18: Fifth (2018) ACM Conference on Learning @ Scale. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3231644.3231695.
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Illyefalvi-Vitez, Zsolt, und Herve Fanet. „The nanoelectronics training roadmap of Euro Training“. In 2009 EAEEIE Annual Conference. IEEE, 2009. http://dx.doi.org/10.1109/eaeeie.2009.5335466.
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Berichte der Organisationen zum Thema "Training of":
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Mautone, Tricia, Alan Spiker und Ron karp. Conventional Training Versus Game-Based Training. Fort Belvoir, VA: Defense Technical Information Center, März 2006. http://dx.doi.org/10.21236/ada464043.
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Mathis, Kenneth B., Philip C. Noble, Sabir K. Ismaily, Lindsey J. Turns, Jonathan E. Gold, Adam C. Brekke, Drew N. Stal und Azim A. Karim. Computer-Based Training Methods for Surgical Training. Fort Belvoir, VA: Defense Technical Information Center, Oktober 2009. http://dx.doi.org/10.21236/ada585366.
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Campbell, Charlotte H., Kathleen A. Quinkert und Billy L. Burnside. Training for Performance: The Structured Training Approach. Fort Belvoir, VA: Defense Technical Information Center, August 2000. http://dx.doi.org/10.21236/ada382969.
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DM AUSTIN ENVIRONMENTAL CONSULTING INC TX. Environmental Training Modules 9 - Hazardous Waste Operator Training. Fort Belvoir, VA: Defense Technical Information Center, Mai 1999. http://dx.doi.org/10.21236/ada456874.
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Smith, Adam, Manroop K. Chawla, Sunny Adams und Daniel D. Archibald. Military Training Lands Historic Context: Miscellaneous Training Sites. Fort Belvoir, VA: Defense Technical Information Center, März 2010. http://dx.doi.org/10.21236/ada537096.
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Schaefer, Peter S., und Jean L. Dyer. Defining Tailored Training Approaches for Army Institutional Training. Fort Belvoir, VA: Defense Technical Information Center, März 2013. http://dx.doi.org/10.21236/ada578565.
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Vildanov, A. N. Algorithms for increasing the level of preparedness when training specialists using training simulator (training) systems. OFERNIO, November 2022. http://dx.doi.org/10.12731/ofernio.2022.25061.
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Lucker, Harry A., und Thomas J. Thompson. Review of Light Machinegun Training in Infantry Basic Training. Fort Belvoir, VA: Defense Technical Information Center, Januar 1985. http://dx.doi.org/10.21236/ada162990.
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Sassone, Peter G., James Bercos und John E. Holmgren. Training Extension Course Cost and Training Effectiveness Analysis Methodology. Fort Belvoir, VA: Defense Technical Information Center, Januar 1986. http://dx.doi.org/10.21236/ada168212.
