Dissertationen: „Training of“

1

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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2

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

3

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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4

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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5

Dodd, Will. „IPASS Training“. Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/8935.

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6

Stone, Michael H. „Training Principles“. Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/4554.

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7

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.

8

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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9

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.

10

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.

11

Hulett, Steven T. (Steven Todd). „Revitalizing employment training--community development corporations and training policy“. Thesis, Massachusetts Institute of Technology, 1992. http://hdl.handle.net/1721.1/67412.

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Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 1992.
Title as it appears in the June, 1990 MIT Graduate List: Enlisting local accountability--community development corporations and employment training policy.
Includes bibliographical references (leaves 92-96).
by Steven T. Hulett.
M.C.P.

12

Miller, Israel B. „Behavioral skills training with teachers : maintenance and booster training“. [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003117.

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13

Wootton, Sally Lisabeth. „Exercise training in COPD: walking tests and walking training“. Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/15355.

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Pulmonary Rehabilitation (PR) has been shownto improve health-related quality of life (HRQoL) and exercise capacity in people with Chronic Obstructive Pulmonary Disease (COPD). The studies contained in this thesis explored three key components of PR, being assessment of exercise capacity, short-term exercise training and ongoing maintenance exercise. The literature review provides an overview of COPD, as well as discussing the literature on the use of field based walking tests, the use of short-term supervised ground-based walking training and the effects of unsupervised maintenance exercise programs. Chapter 2 contains details of the study designs and methods. Chapter 3 contains a prospective study that derived and validated an equation to estimate the speed for the endurance shuttle walk test (ESWT) using results from the six-minute walk test (6MWT) with the results demonstrating that the 6MWT can be used to accurately determine the speed for the ESWT in people with COPD. The study in Chapter 4 was a prospective, multi-centre, randomised controlled trial (RCT) that compared the effects of supervised, ground-based walking to usual care with results indicating that ground-based walking was an effective training modality that improved HRQoL and exercise capacity in people with COPD. In Chapter 5, a long-term follow-on study from the study in Chapter 4 is presented. This was a prospective, multi-centre, RCT which evaluated the effect of a 2-month, supervised, walking training program combined with a 12-month unsupervised maintenance walking program during which participants received either ongoing feedback (telephone calls, biofeedback and goal setting) or no feedback. This study demonstrated that there were no differences in HRQoL when comparing ongoing feedback to no feedback during the maintenance program in people with COPD. The main findings of this thesis, limitations, clinical implications and suggestions for future research are presented in Chapter 6.

14

Neary, Mike. „Youth, training and the training state : the real history of youth training in the twentieth century“. Thesis, University of Warwick, 1994. http://wrap.warwick.ac.uk/50599/.

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This work provides an explanation for the existence of youth that goes beyond the analysis presented by the mainstream sociology of youth and its critics. This involves not only a deconstruction of the sociology of youth, but also a deconstruction of the nature of reality which it supports. I undermine this reality by utilising a theory of abstraction developed by Karl Marx initially from his work on alienated labour and later through his theory of commodity fetishism. Following Marx I suggest that the real world is in fact an abstract (virtual) reality. As part of that reality youth is an abstraction which exists in a concrete form. I trace the development of this abstraction to its manifestation in its most modern form as youth. I suggest that youth has always existed, but not as youth. I argue that the modern form of youth was derived in 1948 as the product of a particular configuration of the productive consumption between capital and labour. I explore the development of this relationship as it manifests itself in its various youthful forms (: Elvis-the teenager ... punk) and through a particular regulatory device (: the training state). I conclude that there is no future for youth as youth, by which I mean there is no work, by which I mean there is no money, by which I mean there is no adulthood, by which I mean there is no responsibility, only not responsibility. I suggest that the sociology of youth, and in particular the work of the cultural theorists, e. g. S. Hall, and the practical policies that it supports are, in fact, condemning youth to its existence as youth, for which there is no future. Although the subject matter of the work is youth I am also concerned with the nature of my own subjectivity. This concern includes my own subjectivity as a co-operating employee of the training state and as a subject involved in academic research. I become what I am: an immanent part of the social reality I am trying to explain. This incursion denies the detached perspective of social science and demands a critique of its methodology which I support with reference to painterly (: Cubist) and scientific theories of relativity. I connect these more complete explanations of the real world with Marx's own theory of relativity: the law of value. This engagement with relativity enables me to investigate the determined forms of social existence, e. g. time, space, subjectivity, youth and social life itself, beyond these determinations and, therefore, beyond the future.

15

Ferreira, Ignatius Leopold. „Training in note making : the effects of a training scheme on first year teacher-training students“. Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003688.

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This research work is based upon a training technique devised and recommended by J. Smith (1985) in a pamphlet published by The British Historical Association. The technique involves training school pupils in the making of notes from text books and references and then selecting appropriate points to answer specific questions. The technique was slightly adapted and used on a small Experimental Group drawn from Black first year College of Education students at an Eastern Cape College. A Control Group from the same College received conventional lectures on two topicS from the first year college syllabus - the San and Khoi peoples of Southern Africa. The Experimental Group was given a brief training period in Smith's technique and then worked independently on extended reading passages on the same topics. Both groups received a similar introduction of a video tape on the San and a slide presentation on the Khoi. Both groups wrote the same final test after their learning experiences were over and both groups completed questionnaires on the initial visual input and on their reactions to the learning experience. Comparisons are drawn between the results and the students' reaction to those learning experiences.

16

Cortobius, Daniel, und Niklas Westblad. „Optimizing strength training for hypertrophy : A periodization of classic resistance training and blood-flow restriction training“. Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-4373.

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Aim The main aim of this study was to investigate if a combination of classic resistance training and blood flow restricted resistance exercise (BFRE) training would result in greater increases in quadriceps muscle growth compared with other strength training studies. The second aim was to investigate if there would be any difference in muscle hypertrophy between men and women after the training intervention. Method Twenty untrained subjects (10 males and 10 female) were recruited to participate in a 10-week unilateral resistance training intervention. Sixteen subjects completed the training intervention. After two familiarization sessions subjects performed three sessions per week in leg press and leg extension, except for week 4 and 8 were subjects performed five BFRE training sessions Monday to Friday. All subjects performed a one repetition maximum test in leg press and leg extension pre and post the training intervention. Ultrasound screening was performed pre and post training intervention to measure muscle thickness in m. vastus lateralis (VL). Results The 10-week intervention resulted in a significant increase of VL muscle thickness by 15,1 % ± 7,6 (p ≤ 0,01). Both men and women increased in VL muscle thickness, men (n=7) by 15,4 % ± 9,3 (p ≤ 0,01) and women (n=9) by 14,8 % ± 6,0 (p ≤ 0,01), with no difference between genders. Maximal strength increased for the entire group in the leg press by 59,1 % ± 27,4 (p ≤ 0,01) and in the leg extension by 19,8 % ± 13,1 (p ≤ 0,01). Men had an increase of 58,1 % ± 18,0 (p ≤ 0,01) and women with 60,3 % ± 32,8 (p ≤ 0,01) in the leg press. In the leg extension women and men increased their maximal strength by 23,3 % ± 7,4 (p ≤ 0,01) respectively 17,0 % ± 14,4 (p = 0,051). Conclusions Our unique training protocol resulted in a superior increase in muscle growth in comparison with most other strength training studies. Our result can be converted to an increase of 17,3 % (0,25 % per day) in VL muscle CSA, which is much greater than the mean increase of 0,11 % per day reported in a large meta-analysis (Wernbom, Augustsson & Thomeé 2007).

17

Paek, Jeeyon. „A study of training program characteristics and training effectiveness among organizations receiving services from external training providers“. Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1118351733.

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Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains xiv, 177 p.; also includes graphics (some col.) Includes bibliographical references (p. 145-153). Available online via OhioLINK's ETD Center

18

Nazir, Qamar, und Khurram Shahzad. „Training Communication and Self Organization in a Team Training Environment“. Thesis, Linköping University, Department of Computer and Information Science, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-52439.

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C3Fire is a micro-world that provides the simulation system, which is use to improve team management skills in fully controlled enviroment. C3Fire system can be used in research process where researcher can select some characteristics of the real world and create the well controlled simulation system. Training is used for developing skills to tackle with emergency situation. The purpose of our thesis is to develop and test, Communiacation and Self Organization cofigurations in a team training environment. Success of dealing with emergency management situation mostly depends on these training factors. In the first step we had studied different theories and research work relevant to Communication and Self Organization. In second step we studied the structure of the C3Fire then we developed different configurations based on communication and self-organization. In third step we test these training session with the real world participants. Finally we analyze the behavior of the participants while playing the game.

19

Done, Judith Madeleine. „Contemporary approaches to communication skills training : a pre-training investigation“. Thesis, University of Nottingham, 1997. http://eprints.nottingham.ac.uk/29174/.

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This study is designed to contribute to the understanding of the theory and practice of communication skills training. The participants are 48 trainee careers advisers following a Postgraduate Diploma in Careers Guidance. The purpose of the research is to investigate the effect of pre-training assessment and feedback on post-training performance. A secondary hypothesis relates to gender differences in communicative competence. The study uses a quasi-experimental, pre- and post-test design in which the independent variables are feedback and training. Dependent variables, applied at Time 1 and Time 2, include four self-report measures (Rotter I-E Scale, Social Situations Questionnaire, PONS Test and a repertory test) and behavioural ratings applied to videotaped interviews by two independent, trained raters. The findings suggest that while neither pre-treatment feedback alone nor training alone has an effect on performance at Time 2, the combination of feedback plus training produces a significant improvement in performance from Time 1 to Time 2. Significant differences between males and females in certain behavioural rating categories were found at Time 2. The results of this study lead the writer to propose that communication skills training could be enhanced by the inclusion of pre-training assessment and feedback, an inclusion which would result in CST being tailored more specifically to individuals even when the training is administered to groups. A second recommendation based on the findings is that there is scope for further investigation into gender differences in communicative behaviour and their implications for training.

20

Sehrawat, Anjali. „Computerized Training of Cryosurgery: Prostate Geometric Modeling and Training Framework“. Research Showcase @ CMU, 2015. http://repository.cmu.edu/dissertations/501.

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This study concerns medical training and education of cryosurgery—the destruction of cancerous tissue by freezing. Minimally invasive cryosurgery is performed by strategically placing an array of cryoprobes within a target region, in order to maximize freezing injury in the target region, while minimizing damage to its surrounding tissues. Cryoprobe placement has yet to be standardized, where cryosurgeons frequently base their practice on their own experience, recommendations made by cryodevice manufacturers, and accepted practices. Suboptimal cryoprobe layouts may leave untreated areas in the target region, lead to cryoinjury in the healthy surrounding tissues, require unnecessarily large numbers of cryoprobes, increase the duration of the surgical procedure, and increase the likelihood of post-cryosurgery complications, all of which affect the quality and cost of the medical treatment. While using prostate cryosurgery as a developmental model for surgical training, this study focuses on two key elements: (i) creating realistic prostate models for training, and (ii) developing training methods for the optimal cryoprobe layout. Tumor growth pattern in prostates at T3-stage cancer, representative of the cryosurgery candidate population, is characterized in order to identify tumor features that contribute to changes in the prostate shape. Extended free-form deformation (EFFD) is applied on a 3D prostate template geometry to create localized surface changes that resemble cancerous prostates, where key tumor features compiled serve as deformation criteria. The computational technique is demonstrated in three case studies by systematically selecting critical tumor features and deforming the prostate template contour until selected feature parameters are met. A proof-of-concept for a computerized cryosurgery tutoring system was developed for the simplified case of uniform insertion-depth—2D cryoprobe layout planning. The tutoring system lists geometrical constraints of cryoprobes placement, simulates cryoprobe insertion, displays a rendered shape of the prostate, enables distance measurements, simulates the corresponding thermal history, and evaluates the mismatch between the target region shape and a pre-selected planning isotherm. The quality of trainee planning is measured in comparison with computer-generated planning, created for each case study by previously developed planning algorithms. Two versions of the tutoring system have been tested in the current study using 23 surgical residents: (i) an unguided version, where the trainee can practice cases in unstructured sessions, and (ii) an intelligent tutoring system (ITS), which forces the trainee to follow specific steps, believed by the authors to potentially shorten the learning curve. Posttest results indicate that the ITS system maybe more beneficial than the non-ITS system, but the proof-of-concept is demonstrated with either system. Based on the observed effectiveness of the ITS prototype and the learning behaviors of surgical residents, the cryosurgery tutoring system design was modified and extended for the advanced-case of variable insertion-depth—3D cryoprobe layout planning. The objective of the tutoring system remains essentially the same—to develop a cryoprobe layout for a given number of cryoprobes, in order to maximize the match between the resulting frozen region and the target region. The proof-of-concept was demonstrated by measuring learning gains of 18 surgical residents after training on the system. Residents showed significant improvement in minimizing the mismatch between the target region and frozen region.

21

Grimes, Lisa. „Social skills training in conjunction with parent training: The effects“. Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/2660.

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The development of social skills in children is of primary importance in predicting a child's healthy development. Social competence in early childhood significantly predicts future academic achievement, health related outcomes, and self-efficacy in social situations in later life. Parent training has been shown to both reduce negative parenting styles and produce improvements in children's pro-social behavior. The current study compared the effects of social skills training in combination with parent training to determine the additive effects of a Social Skills Training (SST) program. Participants consisted of 27 families with children (ages 2½ to 6) randomly assigned to either a 5- ( n = 13) or a 10-week ( n = 14) intervention/control group. Parent reports yielded no significant treatment effects for either treatment condition, however observational measure showed a significant decrease in antisocial behaviors within the 10-week treatment group. Results also showed that addition of the SST program significantly reduced attrition. Implications and limitations are discussed.

22

Wallace, Rick L. „Linking Medical Residents to training: An Analysis of Training Needs“. Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/8743.

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Wallace, Rick L. „Linking Medical Residents to Training: An Analysis of Training Needs“. Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/8755.

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Objective: To determine what information training needs and behaviors medical residents have such as (1) information training provided by attending physicians, (2) formal evidence-based medicine (EBM) training programs, (3) information training provided by medical librarians, (4) preferred topics for information training, and (5) the desire to have a clinical librarian. Methods: A survey analysis was conducted of 217 medical residents from the 2005/06 class in surgery, family medicine, internal medicine, obstetrics/gynecology, psychiatry, pediatrics, and pathology on their training needs and behaviors with a return rate of 48.4%. Quantitative analysis was performed with the SPSS (v. 14.0 for Windows) software program. The results were expressed in percents in graphical or tabular form. The data were analyzed using descriptive statistics (frequencies, mean, median, and mode) and inferential statistics (Mann-Whitney U test and chi-square test.) Results: Sixty-one percent of residents indicated that they had received clinical information training from their attending physicians. Sixty-four percent of residents indicated they had formal EBM training in their program. Sixty-nine percent indicated they had received clinical information training from medical librarians. The top two training topics desired by residents were an overview of all available library resources and services and instruction on searching databases. Eighty-three percent of residents indicated that they would like a clinical medical librarian (CML) for their program. The Cramer’s V statistic indicated a moderately strong relationship between residency program and desire for a CML. Conclusions: The desire for instruction by residents from librarians is strong. Medical librarians must more aggressively seek to provide instructional opportunities for medical residents. Librarians must periodically survey residents as to the content, time, and place where this instruction takes place so that it might be best utilized by residents.

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Adebonojo, Leslie G., Kathy Campbell, Mark Ellis und J. Flanigan. „One-Stop Training: Organizing Library Training Modules Using Course Software“. Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/6327.

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25

Pearl, Rebecca. „Training evaluation in the technical training department at Company A“. Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002pearlr.pdf.

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26

Haff, G. Gregory, Ryan T. Hobbs, Erin E. Haff, William A. Sands, Kyle C. Pierce und Michael H. Stone. „Cluster Training: A Novel Method for Introducing Training Program Variation“. Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/4607.

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The introduction of novel training stimuli plays a crucial role in inducing specific training adaptations. One method that can be employed to introduce a novel stimulus to the training program while maximizing the velocity and power output of the training exercise is the inclusion of the cluster set configuration. The current review presents the theoretical and research foundation for the use of the cluster set in periodized training programs and offers examples of practical applications that can be used in the preparation of athletes in a variety of sports.

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Reyes, David James. „Online tutor training: An alternative to person-to-person training“. CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2622.

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This project examines the creation of an online tutor training Web site designed to teach those tutors at the California State University, San Bernardino's Learning Center who cannot attend tutor training in person. The training Web site utilizes the instructional design ADDIE model.

28

Banks, Tamara D. „Turnover and training /“. [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17735.pdf.

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29

Hallett, Matthew Gabriel. „Peak performance training“. Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4771.

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Peak performance is defined as an "episode of superior functioning" where an individual performs up to (and sometimes exceeds) their full potential (Privette, 1983, p. 1361). Most individuals do not consistently experience episodes of peak performance. After accounting for biological factors, motivation, and external constraints, the inability to achieve peak performance consistently is due to the challenge of successfully selecting and accessing knowledge and skills on demand while under pressure (Brown, 2009). This thesis describes the psychology of peak performance and skill training for peak performance. A peak performance training program is designed specifically for business professionals. The program was delivered to business professionals and a focus group was conducted to gather data on how to improve the training program. Grounded theory was used as the method of inquiry during data analysis. Results indicated that participants reacted favorably to the training content, training design, variety of training activities, and the training's applicability, but had unfavorable reactions to the training duration, comprehension of concepts, training materials, utility, and training conclusions.
ID: 030646215; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.A.)--University of Central Florida, 2011.; Includes bibliographical references (p. 108-114).
M.A.
Masters
Teaching, Learning and Leadership
Education
Applied Learning/Instruction

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MOTA, LIA DUARTE. „TRAINING BODY MANUAL“. PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2015. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=29534@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
FUNDAÇÃO DE APOIO À PESQUISA DO ESTADO DO RIO DE JANEIRO
O treinamento consiste em se propor metas ainda inalcançáveis. É imaginar o improvável e, a partir daí, alcançar o possível proposto. A ideia de pôr o corpo à prova, de testá-lo, vem do trato com os animais. Treinar é preparar o corpo para uma ação, exigir dele, atingir objetivos e alcançar domínios desconhecidos, lidar com limites, alterá-los. A escrita é um corpo visual que ganha forma no treinamento do corpo físico. Na criação de uma escrita é preciso deixar que as frases sejam construídas em diferentes partes do corpo. Haruki Murakami, Michel Serres e Jacques Henri Lartigue treinam o corpo para inventarem gestos sensíveis: a literatura, a filosofia, a fotografia. O gesto relativo ao corpo não é apenas uma ação. O gesto se inscreve entre o pré-movimento, atitude em relação à gravidade, e o movimento. Há, nele, um desejo de se projetar no espaço que carrega a sua expressividade. Este corpo cria espaço, molda-se nele. Tem em si todas as forças que regem o espaço e está em contato ininterrupto com elas. As forças do corpo agem e reagem às forças que o circundam. É com elas, na fricção, no confronto, no embate com essas forças e com outros corpos, que há o acontecimento.
The training consists of proposing oneself goals still unreachable. It is to imagine the improbable and, from there, reach the possible that was proposed. The idea of bringing the body to proof, to test it, comes from the handling with animals. Training is to prepare the body for an action, to demand on it, to achieve goals and reach unknown areas, to handle with limits, to change them. The writing is a visual body that takes shape in the training of the physical body. In the creative process of writing it is necessary to let the sentences be built in different parts of the body. Haruki Murakami, Michel Serres and Jacques Henri Lartigue train the body to invent sensitive gestures: literature, philosophy, photography. The gesture of the body is not just an action. The gesture signs up between the pre-movement – the attitude about gravity – and the movement. There is in it a desire to project itself into the space that carries its expressiveness. This body creates space, shapes up in it. It mixes all the forces that govern the space and it is in continuous contact with them. The forces of the body act and react to the forces that surround it. It is with them, in the friction, in the clash, in the battle against these forces and other bodies that the event arises.

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Burkhardt, Birgit, und Carmen Hagemeister. „„Testung inklusive Training?““. Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2018. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-234629.

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In diesem Artikel wird die Bedeutung von Selbstmanagement als Schlüsselkompetenz in der Studieneingangsphase diskutiert. Basierend auf dem Modell von Kehr (2005) wird die Entwicklung eines internetbasierten Instrumentes zur Messung von Selbstmanagement (Dresdner SM) vorgestellt. Die Eignung dieses Testes wurde in einer Onlinetestung mit Studierenden der TU Dresden (N=195) überprüft. Es zeigen sich mittlere Zusammenhänge mit Studienerfolgskriterien. Ebenso wird der Zusammenhang zwischen Testung und Training im Fall von Selbstmanagement beleuchtet. Die Limitationen der Studie werden besprochen
In this paper the key importance of self-management in first-year college achievement is examined. Based on the model of Kehr (2005) this study reports the development of an internet-based instrument measuring self-management in students (Dresdner SM). Students from diverse study fields at the TU Dresden (N=195) responded to that scale in an online assessment. Self-management was found to be a proper predictor for academic performance. Likewise the connection between testing and training in the case of self-management is elucidated. Limitations are discussed

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Merriman, Carolyn S. „Faculty Mentoring Training“. Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etsu-works/8467.

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Adebonojo, Leslie G., Kathy Campbell und Mark Ellis. „Anytime, Anywhere Training“. Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/6318.

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Holt, Jim. „Interdisciplinary Geriatrics Training“. Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/6453.

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Stockwell, Glenda, Billy Buselmeier und Jodi Polaha. „Resident Training Poster“. Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/6558.

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Linhares, Paul M. „Training the intuition“. Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1403.

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Lagos, Vallejos Cristian, und Bravo Patricio Javier Osses. „Executive training center“. Tesis, Universidad de Chile, 2016. http://repositorio.uchile.cl/handle/2250/144409.

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TESIS PARA OPTAR AL GRADO DE MAGÍSTER EN ADMINISTRACIÓN
Cristian Lagos Vallejos [Parte I], Patricio Javier Osses Bravo [Parte II]
Según datos oficiales del Servicio Nacional de Capacitación y Empleo (SENCE), la inversión anual en capacitación alcanza los USD $170 millones a nivel nacional, de los cuales USD $103 millones corresponden a la Región Metropolitana. Es una industria altamente competitiva y con bajos niveles de diferenciación entre sus oferentes. Por su parte son los Organismos Técnicos de Capacitación los encargados de impartir la capacitación, la oferta es variada y contiene desde cursos cortos, hasta diplomados y postítulos, quedando fuera la formación técnica y profesional que es propia de los Centros de Formación Técnica, Institutos Profesionales y Universidades. En los estudios realizados por los socios de la compañía, OTEC y relatores han reconocido la necesidad de fortalecer las competencias pedagógicas y en metodologías de enseñanza de los relatores. Estos últimos declaran que en el mercado existen cursos teóricos que entregan información valiosa, sin embargo se focalizan en la teoría y no permiten desarrollar las competencias requeridas para ejercer la relatoría, sobre todo en lo referido a las habilidades blandas. Es por ello que nace Executive Training Center “ETC”, un espacio en el cual el relator podrá desarrollar todas las habilidades requeridas para transformarse en el relator ETC. Todo esto a través de un programa de formación gradual, con un 50% de entrenamiento y un servicio personalizado con el apoyo de un Coach que estará retroalimentando a los alumnos para fortalecer su aprendizaje. La inversión inicial requerida asciende a $MM 150, de los cuales un 60% será financiado con aporte de los socios. El VAN del proyecto evaluado a 5 años supera $MM 100.

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Byrd, Rebekah J. „Safe Space Training“. Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/913.

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Taylor, Teresa Brooks. „Agency Training 101“. Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3640.

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Pierce, Kyle R., Clive Brewer, Michael W. Ramsey, Ronald Byrd, William A. Sands, Margaret E. Stone und Michael H. Stone. „Youth Resistance Training“. Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/4140.

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41

Stone, Michael H., Jeremy A. Gentles und William G. Hornsby. „Application to Training“. Digital Commons @ East Tennessee State University, 2018. https://www.amzn.com/0415789389.

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Book Summary: It is an essential skill for any strength and conditioning coach to be able to reliably assess the physical performance of their athletes and communicate the results and their implications to performers and coaches, alike. Performance Assessment in Strength and Conditioning is the first textbook to clearly and coherently suggest the most appropriate and reliable methods for assessing and monitoring athletes’ performance, as well as including detailed sections on testing considerations and the interpretation and application of results. The book explores the full range of considerations required to reliably assess performance, including questions of ethics and safety, reliability and validity, and standardised testing, before going on to recommend (through a comparison of field- and laboratory-based techniques) the optimal methods for testing all aspects of physical performance.

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Moser, Michele R., und Eys P. van. „Relaxation Skills Training“. Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/4975.

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43

Fagan, Cory D. „Ballistic training, the effectiveness of maximal power training on physical performance“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/MQ55281.pdf.

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Adams, Ruth. „Training but not gaining : Women's experience of recent english training policy“. Thesis, University of Sheffield, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.500280.

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Patterson, Thomas P. „Training Evaluation Investigating Core Self-Evaluations and Perceptions of Training Transfer“. TopSCHOLAR®, 2015. http://digitalcommons.wku.edu/theses/1533.

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Although training evaluation is understood as an important way of determining the effectiveness of a training program, additional research in the area of training transfer and core self-evaluations (CSE) could provide insight on measuring the effectiveness of training programs. Training transfer differences and CSE were examined in training courses offered in a workforce development program. The goals of the study were to: (1) evaluate the validity of using CSE as a means of predicting perceptions of transfer, (2) test the previous findings that utility reactions measures are a stronger predictor of transfer than affective reactions measures, (3) determine which type of enrollment format in the Career and Workforce Development program has higher transfer of training, (4) evaluate if CSE can predict different rates of learning, (5) determine if CSE correlates positively with affective and utility measures of reaction surveys, and (6) further examine the finding that utility measures positively correlate with knowledge gains. In order to do this, eight Western Kentucky University Career and Workforce Development training courses were evaluated. The study did not find support for any of the hypotheses. Possible reasons for this lack of support include a small sample size, a lack of responses to the transfer survey, the number of different courses evaluated, and characteristics of the training courses such as different trainers. Thus, additional research is needed in this area to better understand the nature of the relationships between CSE, perceptions of transfer, utility reactions, affective reactions, and training course knowledge gains.

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Bruce-Low, Stewart Saunders. „Physiological responses of fire service training instructors to live fire training“. Thesis, University of Liverpool, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269591.

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Parish, Rodney L. „Online In-Service Training versus Traditional Training for Arizona Police Officers“. Thesis, Northern Arizona University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10979089.

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Arizona police officers are required by the Arizona Police Officer Standards and Training board to complete continuing training on an annual basis. Police continuing training has traditionally been offered as lecture-based classroom training. Online training offers an alternative method of providing training. The purpose of this study was to compare the effectiveness of an online version of a police training class to a classroom-based version of the same course. Participants consisted of sworn police officers employed by the Phoenix Police Department and taking the department’s Domestic Violence Investigation (DVI) course. The study compared student learning outcomes between the two course versions, as well as student attitudes and perceptions of training.

The study utilized a descriptive research design with a mixed methods approach. Research questions investigated the attitudes and perceptions of participants, compared student learning outcomes between the two course versions, and asked whether educational level and previous experience with online learning was linked to positive learning outcomes in the DVI course. Quantitative data consisted of demographic questionnaires, a 45-question assessment of the likelihood of success in online learning, a 10-question pre-test, and a 10-question post-test. Qualitative data was obtained through interviews with six participants who had taken the DVI course.

The results of the study indicated participants in the online version of the DVI course performed as well or better on the post-test than their counterparts in the classroom. Participants interviewed for the study enjoyed the online presentation of the course, and supported the development of additional online training options within their department. Positive student learning outcomes for the online DVI course provide support for the development of online police training programs.

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Florence, Taryn Merillia. „Multi-skilling at a provincial training centre institution : post training evaluation“. Thesis, Cape Peninsula University of Technology, 2011. http://hdl.handle.net/20.500.11838/1736.

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Thesis (MTech (Human Resource Management))--Cape Peninsula University of Technology, 2011
As global and national markets become more competitive, businesses are forced to become more adaptable and the public service is by no means exempt from this phenomenon. Owing to a dynamic and ever-changing work environment, it is necessary for public servant employees to continuously update their knowledge and skills. However, in most organisations, the impact of training and development programmes are undermined. The value placed on increasing knowledge and skills is limited to attending a training programme. As a result, the newly acquired information and competencies are very seldom transferred from the classroom to the workplace and without a definite increase in performance and in service delivery; the contribution of actual learning is questionable. This research study therefore uses the Integrated Integrated Human Resource Administration and Persal (IHRAP) Programme (presented by the Western Cape Provincial Training Institute) to gauge the importance of post training evaluation and the benefits that can be derived from it, both for the department and the employee. In addition, the study evaluates whether the participants of the training programme are able to apply concepts and techniques learned in the classroom. It focuses specifically on human resource employees employed within the Provincial Government of the Western Cape, who is responsible for performing a number of different human resource functions. A survey was conducted amongst the participants of the IHRAP programme using a research questionnaire. After the results of the survey were collected and analysed, the researcher was able to determine where there were gaps in the post training evaluation process. Several recommendations are made to bridge these gaps and in doing so, enable the training programme to have a greater impact on the participants and in the workplace. In addition to evaluating the IHRAP programme, the need for continuous improvement in skills will always be essential, but departments must create the opportunities for participants to exercise these acquired skills effectively.

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Hausen, Michelle Jennifer. „Converting Instructor-Led Training to Web-Based Training at Atos Origin“. Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1211941818.

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50

Brown, Christopher J. „Filial Therapy Training with Undergraduate Teacher Trainees; Child-Teacher Relationship Training“. Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2538/.

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This experimental research study investigated the effectiveness of the application of Child-Teacher Relationship training, adapted from child-centered play therapy procedures and skills training (filial therapy), with undergraduate teacher trainees. Specifically, this research determined if Child-Teacher Relationship training facilitated change in teacher trainees' interactions with children, parenting attitudes, and play therapy attitude knowledge and skills. The experimental group of teacher trainees (n=18) received 10 weekly ninety minute training sessions in child-centered play therapy skills and procedures and conducted 7 weekly special play times with children. The comparison group (n=20) received supplemental training in child guidance during the ten weeks that included parent training and alternatives to corporal punishment. Experimental and comparison group participants completed pre-test and post-test measures, consisting of the Adolescent and Adult Parenting Attitudes Inventory (AAPI-2), the Play Therapy Attitudes, Knowledge, and Skills Survey (PTAKSS), and a videotaped special play time with a child which was rated using the Measurement of Empathy in Adult and Child Interactions (MEACI). Analysis of covariance on adjusted post test means revealed that the teacher trainees in the experimental group demonstrated statistically significant ("<.05) increases in empathy towards children, allowing the child self direction, communication of acceptance, and involvement as measured by the MEACI. Significant ("<.05) increases were also reported on teacher trainees in the experimental group on play therapy attitudes, knowledge, and skills as measured by the PTAKSS. The experimental group demonstrated growth in level of empathy and adult-child role subscales on the AAPI, and positive trends (.07) were reported on the AAPI expectations of children subscale.

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