Dissertationen: „Work skills“

1

Johnston, Thomas. „Leadership skills in work teams“. Thesis, University of Bradford, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316631.

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2

范梅英 und Mui-ying Fan. „Teaching group work skills in field instruction“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31976530.

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3

Fan, Mui-ying. „Teaching group work skills in field instruction“. [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1311542X.

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4

Kelleher, Michael. „Skills shortages and work reorganisation in British manufacturing“. Thesis, University of Bath, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.334371.

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5

Geary, John Michael. „Social work skills : roles of the problem solver /“. The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487598303841346.

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6

Padilla, Charlette. „Online Learning and Contribution to Future Work Skills“. The University of Arizona, 2015. http://hdl.handle.net/10150/555998.

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The paper is a review of literature on online learning and how it prepares the digital learners into the future work force. Factors contributing to the growth in online education are linked to changing social and economic structures. The College Board Commission on Access, Admissions and Success issued a call for 55% of America’s youth to obtain a postsecondary education credential by 2025 (Bonk, 2015). This is to support and strengthen the position of the United States to be more competitive in a global economy (Burnette & Conley, 2011). There are current questions about student success, open education, informal learning, online plagiarism and principally whether online learning successfully prepare the online student for the future work skills. Keywords: online learning, workforce, digital learners, future jobs

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7

Hamilton, Suzanne. „Selling skills or selling out? : manufacturing educational need for semi-skilled and un-skilled work“. Thesis, University of Canterbury. School of Educational Studies and Human Development, 2002. http://hdl.handle.net/10092/2252.

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This thesis uses interviews, personal experience and documentary evidence to explore the day to day reality of a call centre enviromnent, and uses this to examine: surveillance issues with reference to five theories, and concluding that Braverman's control theories are alive and thriving in the call centre environment; discuss skill; and address the question of who benefits from the provision of basic qualifications. It argues that although benefits have moved in favour of industry, in the call centre sector which already provides inhouse training, it is the institutions offering call centre qualifications that are the sole benefactors.

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8

Bender, Cornelia Johanna Getruida. „A life skills programme for learners in the senior phase : a social work perspective“. Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-11222002-110633.

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9

Neath, Mark. „The development and transfer of undergraduate group work skills“. Thesis, Sheffield Hallam University, 1998. http://shura.shu.ac.uk/3114/.

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This research concentrates on the experiences of a cohort of undergraduate students as they took part in two assessed group projects. The research concentrates on the following key question: In what ways were students becoming more or less able to participate effectively in group projects because of their experience of similar projects? The literature review features an extensive overview of transfer research and experiential learning, in addition to charting the rise of skills-based initiatives in Higher Education. It also reviews the available literature on experiential learning in group situations revealing a dearth of research into the specific dynamics of students groups in Higher Education. After an initial design based on quasi-experimentation, the researcher adopted a more interpretive position. A significant feature of the methodology is a reflective account of the process of social science research as experienced by the researcher. The results section describes the key dynamics around which the students made sense of group work and in turn how they framed it in terms of a learning experience. In brief, the students' accounts of group work were characterised by several main themes: the issue of control and influence over others (which the role of 'student' was perceived to limit); the reciprocal nature of group work with its potential to influence grades; the public nature of group work through which the students presented themselves to others and the discrepancies which were revealed in group work between different ways of working. The discussion places the student firmly within the learning milieu that they create as students on a particular degree course. In doing so it provides a socia-interpretive explanation of development and transfer.

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10

Tsang, Hector W. H., und 曾永康. „The development of an indigenous treatment model of work-related social skills and work-related social skills training for people withschizophrenia in Hong Kong“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31235360.

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11

Gorry, Vanessa. „Developing Social Work Practice Skills within a Mental Health Context“. Thesis, Laurentian University of Sudbury, 2013. https://zone.biblio.laurentian.ca/dspace/handle/10219/2065.

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This report explores my experiences and desire to develop my clinical skills while completing an advanced practicum with the Mood and Anxiety Program through Health Sciences North. The Mood and Anxiety Program works with individuals that had been diagnosed with a mental illness and wanted to seek therapeutic assistance to learn how to manage symptoms and challenges of their mental illness. In this instance, mental illness is a health condition that is distinguished by considerable dysfunction in a person’s cognition, emotions, or behaviours that could often reveal a disturbance in the psychological, biological, or developmental processes, which could have underlying mental functioning. Through this practicum, and as shown throughout this report, I was able to create and achieve several goals that I felt would assist me in developing my clinical skills. I planned to refine my skills by working as part of a multidisciplinary team; continuously reflecting on my practice with the use of a journal and clinical supervision; completing assessments and cofacilitating group therapy sessions; and, integrating theory into practice. I was also able to critically reflect upon the theories that I used during my practicum; develop and improve my self-awareness; enhance my therapeutic presence; and develop an understanding of how stigma is present in the mental health field and could it acts as a barrier for people with a mental illness.

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12

Tsang, Wing-hong Hector. „The development of an indigenous treatment model of work-related social skills and work-related social skills training for people with schizophrenia in Hong Kong /“. Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17311573.

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13

Iorg, Jeff. „Developing effective listening skills for personal evangelism“. Theological Research Exchange Network (TREN), 1990. http://www.tren.com.

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14

Ndoro, Mugove Chawapiwa. „Learner performance in integrated science process skills and attitudes in hands-on practical work versus virtual practical work“. Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/26870.

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This research study was conducted in an urban high school in Western Cape province of South Africa. The research study investigated the effect of virtual practical work on learner performance in science process skills and attitude, working with a non-random sample group of grade 10 physical sciences learners. In this experimental design research, the treatment group of 22 learners was taught the concept of 'phase change in matter' through virtual practical work. On the other hand, the control group was taught the same concept through hands-on practical. A pre- and post-test instrument of 30 multiple choice items on integrated science process skills was used to measure learners' performance. The test scores were statistically analysed using Quickcalcs, to compare the overall learner performance in the two groups, and also to compare learner performance in different categories of science process skills. A 12-item questionnaire was designed to test the learner s' attitude towards virtual and hands-on practical. The statistical t test analysis on the average scores indicated insignificant difference between the performance of the two groups, with a p value greater than 0,05. When learners' performance in different process skills categories were compared, t test scores revealed significant differences in some categories and non-significant differences in some categories. The questionnaire results indicated that the learners' attitude was biased towards hands-on practical work. The significance of this research study is that virtual practical can be used to develop some science process skills.

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15

Tijerina, Sandra Cáceres. „Conflict Management Skills in Women who Work Outside Home and Homemakers“. Fogler Library, University of Maine, 2005. http://www.library.umaine.edu/theses/pdf/TigerinaSC2005.pdf.

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16

Anand, Nippin. „New technologies, work, skills and identity : the case of maritime industry“. Thesis, Cardiff University, 2011. http://orca.cf.ac.uk/54459/.

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This thesis is an empirical investigation of the implications of new technologies for work, skills and identity of workers in the maritime sector. The research question is focused on how employers and seafarers understand the changing nature of work and skills as a result of technological advances. This question will be answered within the wider context of global competition and the competitive reasons to promote new technologies in workplaces. The methods of data collection involve qualitative interviews with shipping company managers, training staff and seafarers. The findings reveal a significant mismatch between the competitive reasons to implement new technologies and its (un)intended consequences on the professional identity of workers. More specifically, the thesis highlights the tensions between management strategies aimed at profit maximization, cost control and safety concerns and the myriad perceptions of workers based on their understanding of the seafaring profession. The thesis provides a fresh perspective of the existing theories of technology in the context of global competition.

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17

Huntington, James. „Student perspectives on foundation degrees : employment skills and work-based learning“. Thesis, University of Greenwich, 2009. http://gala.gre.ac.uk/8143/.

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This thesis examines students' perspectives of Foundation Degrees, employment skills and work-based learning. It questions whether the primary remit of higher education should be the development of vocational skills for the workplace. It investigates: firstly, the perceived benefits to individuals undertaking a Foundation Degree in terms of developing appropriate employment related skills; secondly, whether the compulsory work based/related learning element, seen as the cornerstone of Foundation Degrees, provides students with the relevant skills for the workplace; thirdly, the assumption that the government's multiple-agendas of widening participation in education, as a means to improve social inclusion; upskilling the workforce; working collaboratively with employers and further education colleges, can be met through provision of shortened higher education degree programmes. Results from three research studies, indicate that students felt that undertaking a Foundation Degree would improve employment prospects; improve employment promotion prospects and develop employment skills. Students also felt the Foundation Degree prepared them for the third year of an honours degree programme. However, findings relating to whether the compulsory work-based learning element of the Foundation Degree provided students with the relevant skills for the workplace were inconclusive. The studies also found that, despite its compulsory nature, not all of the Foundation Degrees from which respondents were surveyed had a work-based learning element as part of the programme. The implications of this are that the work-based learning element is not being used to promote employer engagement in the manner that the government intended. The research also revealed that employers were not engaging in formal assessment of the Foundation Degree programme, neither were they providing mentoring for employees undertaking this form of study. This represented a missed opportunity for true engagement with employers in a manner that could help to bridge the divide between academic qualification and vocational relevance. A number of recommendations are made.

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18

Tabares, Mario. „Comprehensive skills program for emancipated foster youth| A grant thesis project“. Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1587925.

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The purpose of this project was to design a comprehensive program for emancipated foster youth, identify potential funding sources and write a grant application for United Friends of the Children (UFC) located in Los Angeles, CA. An analysis of the literature revealed emancipated foster youth display high rates of low educational attainment, poor employment outcomes, homelessness, and mental health disorders when compared to the general population. The program goals are to improve emancipated foster youth's educational, employment, income, housing, and mental health outcomes. The Stuart Foundation was selected as the possible funding agency for the proposed program. Actual submission and/or funding of the grant was not a requirement for completion of this project. Implications for social work practice are discussed.

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19

Nasouf, Kareema. „Helping Arab American youth develop leadership skills| A grant proposal“. Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1526937.

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The purpose of this project was to write a grant to fund Youth for One World, a program designed to help Arab American youth predominately residing in Los Angeles and Orange counties develop leadership skills and participate in mainstream American society. The literature review described the shortages and benefits of Arab American youth involvement in leadership opportunities within mainstream America, the importance of empowering Arab American youth, and theoretical frameworks of increasing their leadership skills.

The Weingart Foundation was selected as the potential funder. The goal of Youth for One World program is to enhance leadership capabilities and promote Arab American youth by providing opportunities to build skills and proficiencies through engagement in activities that encourage and promote competence and support the involvement of Arab American youth in mainstream America activities and prospects. Actual submission and/or funding of this grant was not a requirement for successful completion of this project.

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20

Ferguson, Marlynne. „Is control at work necessarily linked to less work-life conflict? It depends on one's time management skills“. Thesis, University of Ottawa (Canada), 2007. http://hdl.handle.net/10393/27842.

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Previous WFC research offered mixed (significant and non-significant) findings on relationships involving control at work, problem-focused coping, and SGP. Inconsistent results in the past may be due to confounded measures, and the focus on main effects has failed to model likely interactions between variables. Using a sample of 223 participants from diverse job settings, this study investigated the potential interaction between control at work and use of SGP on WLC. This study also explored whether SGP moderates the extent that WIL mediates the positive relationship between control at work and employee life satisfaction, such that the mediated relationship will be more positive among employees who use SGP. Established measures were used: Control at work scale, SGP, Satisfaction with Life Scale, WIL and LIW. Results supported these hypotheses and were analyzed using hierarchical multiple regression. Implications regarding the interplay of employer and employee behaviours and actions were discussed.

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21

Pickering, Amanda. „Work related social skills and vocational training of adults with intellectual disabilities /“. Title page, table of contents and abstract only, 1988. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsp595.pdf.

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22

Rawles, Joanna. „Educating for professional judgement : how social work students develop skills in practice“. Thesis, University of Sussex, 2018. http://sro.sussex.ac.uk/id/eprint/74853/.

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This thesis presents a hermeneutic phenomenological study into how social work students develop the skills required for professional judgement. Professional judgement is an important and complex facet of social work. A review of the literature indicates that there has been a recent increase in empirical research into the sensemaking and reasoning of social workers' decision making and professional judgement, yet little research exists into the development of this expertise. One of the Standards of Proficiency of the Health and Care Professionals Council is that a registered social worker in England should “Be able to practise as an autonomous professional exercising their own professional judgement” (HCPC 2017 p6). It is therefore incumbent upon social work education to enable students to develop this expertise and research is needed in order to understand how this can best be achieved. The intention of the research was to seek answers to the following questions •How do social work students develop skills for professional judgement? •What enables, facilitates and enhances this development? The research was framed within a constructionist epistemological paradigm and conceptually influenced by a combination of Authentic Professional Learning, Appreciative Inquiry and Practice-based Research. The methodology was hermeneutic phenomenology and the method was semi-structured interviews constructed around critical incidents of learning on placement. The participants were 14 MSc Social Work students from a university in England who were at the point of graduation. Nvivo10 was used to code the data and the data were analysed thematically. The findings indicate that the phenomenological essence of the development of skills for social work professional judgement lies in the presence and interrelation of three domains. These are professional responsibility, facilitation of the professional voice and learner agency. Philosophical and psychological concepts of autonomy are discussed and presented as a means to understand what is taking place for social work students. I suggest that a re-appraisal of autonomy as relational and a consideration of the value of autonomy-supportive learning and teaching could prove instructive to understanding both the development of skills for professional judgement for social work students and the way in which this can be enabled.

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23

Jenkins, Charles. „Recent Parolees Participating in an Adult Basic Education and Work Skills Program“. ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6338.

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Abstract The issue addressed in this study was the increasing number of prisoners in U.S. prisons and the related issue of recidivism after release. The purpose of this qualitative study was to examine the experiences of 8 formerly incarcerated adults. The conceptual foundation of this study was based on Bandura's self-efficacy theory and Vygotsky's concept of the zone of proximal development and transformational learning. The research question for this study inquired about how released prisoners perceive their educational experiences in the MTM program. Participants were selected among adults who were incarcerated for at least 12 months and living in the community for at least 3 to 6 months since their release and are participants in a work skills program titled "Men Transforming Men" (MTM), which is designed to develop resilience and productive work skills to increase their ability to find a job. Data were collected from 8 participants in face-to-face interviews. To identify patterns and themes, the data were transcribed and coded using a web-based software application called Dedoose. The results of this study revealed four relevant themes: personal improvement goals, connecting with family and community, early release from prison, and improving their lives outside of prison. Further findings discovered the perception of each participant pertaining to the educational program overwhelmingly voiced their feelings about getting another opportunity to change. The positive social change implications of this research involves reducing the percentage of recidivism rates of formerly incarcerated individuals in the United States by increasing the number of parolees obtaining employment after release from prison.

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Carter, Strachan Hazel. „Skills-formation goes to work : workplace learning and skills-formation among baccalaureate graduates in Trinidad and Tobago (T&T)“. Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/37811.

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This research investigates the workplace as a site for learning and skills-formation in Trinidad and Tobago. Traditionally the unit of analysis for measuring learning has been the individual cognition situated at university. This research posits the social community as the main unit of analysis, situated in the workplace to elucidate the unique brand of skills-formation developed among graduates. It overcomes the scarcity of empirical research, adding new insights on educated workers learning and skills-formation at the workplace. The objectives of this study were to identify skills baccalaureates learn at university and work, elucidate the pedagogy of workplace learning (WPL), explicate novice to expert transitions, and structure/agency factors that influence WPL and skills-formation. A mixed-method approach yielded descriptive statistics, and qualitative data validated and corroborated findings from differing research paradigms. One hundred and twenty-six graduates answered a self-completion survey and six leaders participated in semi-structured interviews. Both situated learning theory and activity systems provided a syncretised analytical framework for understanding the relationship between WPL and skills-formation, and a structure-agency approach resulted in a balanced perspective, not overly focused on the individual viewpoint. This research offered new insights on educated workers skills-formation in the workplace, and findings concur that WPL among graduates leads to a high-skills route. This research posits that while the skills developed at university are vital, learning for productivity originates at work. The workplace is the fundamental institution that develops skills for productive activity, however, skills-formation at university provides a platform for calibrating a high-skills route. Baccalaureates enter the workplace as novices, encounter WPL, and develop specific skills that result in expertise. This thesis contributes to the scholarly literature on the interconnectedness between working and learning of educated workers, and the general social learning debate. Working and learning are not mutually exclusive but are inextricably linked in developing key skills that drive productive activity.

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Ditse, Zanele. „Bridging the skills gap in the financial industry : uncovering the skills that banks require in the future world of work“. Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/79663.

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Automation and digital transformation are replacing tasks that are performed by humans, therefore changing the skills that organisations are looking for to cope with the changing environment. The banking industry has also been undergoing this unprecedented change and to meet the challenges that come with the technological advances, they need to improve their skills. This can be realised through education. Qualitative, exploratory research methods were adopted. Twenty semi-structured, in-depth interviews were conducted with executives and graduates employed by the South African banking industry. The findings demonstrated that poverty, inequality, poor access to quality education, a lack of soft skills and practical experience, poor curriculum alignment with industry needs as well as how the skills are taught contribute to the skills gap in the South African banking industry. Programming, machine learning, robotics, coding, analytical and quantitative skills, collaboration, communication, problem-solving, social intelligence and agility were identified as critical hard and soft skills of the future. Experiential learning or learning through simulations were identified as some of the teaching methods that could enhance and equip graduates with practical experience and relevant skillsets. Recommendations on the role that industry and institutions of higher learning should play to bridge the skills gap included collaboration between both parties to ensure alignment in academic curriculum with industry needs, having industry experts in academia, vocational training and internal training provided by employers to upskill or reskill their current workforce. These findings suggest that in order to address the issue of skills gap in South Africa, engagement and collaboration between industry, academia and government will be required. The findings validate the human capital theory which highlights the importance of knowledge in skills development and the contribution of knowledge to the productivity and economic development of the country.
Mini Dissertation (MBA)--University of Pretoria, 2020.
pt2021
Gordon Institute of Business Science (GIBS)
MBA
Unrestricted

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26

Robinson, Karl Jeames. „Teaching centered prayer skills to incarcerated African American men in small groups“. Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p028-0296.

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27

Yip, Yun-wan Amarantha. „Social skill training for schizophrenic patients : a groupwork experience in a psychiatric setting /“. [Hong Kong : University of Hong Kong], 1988. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12355811.

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28

Taylor, Valerie Ann. „A research study of the characteristics of participants attending and completing parenting skills classes“. DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1986. http://digitalcommons.auctr.edu/dissertations/1497.

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This study hypothesized that age of the parent, age of their children, and type of abuse would have some effect upon the parents' attendance and completion of the parenting skills classes. The groups studied were the Fall 1985 and Spring 1985 classes sponsored by Fulton County Department of Family and Children Services. Secondary analysis of existing data was used as a research method. The following descriptive statistics were used to analyze data: frequencies, tables, and percentages. The results indicated that there was no statistically significant difference in age of persons referred and age of children of persons referred in relation to attendance. In the Fall class, there was a distinct relationship drawn between attendance and types of abuse.

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Swayne, Monica A. „A study of social skills training in the aggression of an adolescent male offender“. DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1996. http://digitalcommons.auctr.edu/dissertations/1393.

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The research on the effects of social skills training as an intervention has been viable in addressing aggression in adolescent male offenders. This study proposed that social skills training would decrease the aggression of the subject. The A-B single systems research design was used to examine the effectiveness of social skills training as a treatment on the aggression of an adolescent male. The results indicated a decrease in the severity level of aggression deficit, a positive increase in the subject's overall behavior. The results demonstrate promising evidence on the impact of social skills training programs and promotes the use of social skills training as a cognitive intervention method with adolescent male offenders, within a correctional, aftercare setting.

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Smith, Melissa L. „A study of social skills training and oppositional defiant disorder with a kindergarten student“. DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1996. http://digitalcommons.auctr.edu/dissertations/2021.

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A single system research design was used to study the use of social skills training with a child displaying symptoms of oppositional behavior in home and at school. It was found that social skills training reduced oppositional behaviors defined as on-task and off task.

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Patterson, La Brandor. „A study of the effect of cognitive behavioral coping skills to reduce alcohol consumption“. DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1999. http://digitalcommons.auctr.edu/dissertations/2446.

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The purpose of this study was to examine the effect of cognitive behavioral coping skills procedures on an African American male, with a history of alcohol consumption on a daily basis, diagnosed with end stage renal disease. A single system research design was used. It was found that a 12 week session of cognitive behavioral coping skills reduced the alcohol consumption of the client.

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32

Ahmed, Yussuf. „The impact of work placements on the development of transferable skills in engineering“. Thesis, Loughborough University, 2009. https://dspace.lboro.ac.uk/2134/5567.

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This thesis reports a study of the impact of work placements on the transferable skills of engineering students. The thesis provides a review of the theoretical and empirical literature in the field of student work placements and transferable skills and provides a discussion of the measurement of impact in this field. It also describes the design of the study, methods of data collection and the data analyses used. The research project was carried out at Loughborough University from 2005 – 2008. The data was collected from 247 students and 5 DIS (Diploma in Industrial Studies) tutors from three engineering departments (Chemical Engineering, Civil Engineering and the Institute of Polymer Technology and Materials Engineering (IPTME)) and 26 line managers from 19 different companies which take students on placements. The results shows that the overwhelming majority of the students valued work placements as a way of developing transferable skills and identified the transferable skills which work placements were most likely and least likely to develop. There was close agreement on these matters between students who had experienced placements and those that had not. All DIS tutors and 87% of the line managers interviewed considered that a work placement had a very strong or strong impact upon the transferable skills of the students. Triangulation of the responses by students, tutors and line managers revealed close agreement on these matters. Students, tutors and line managers had mixed opinions whether work placements would improve degree results. In fact, work placement students performed significantly better in degree examinations than non work placement students. The tutors and line managers stressed particularly that work placements increased the confidence and maturity of the students. They suggested holiday work, summer work, team based projects as a part of the University degree courses as alternative ways of helping the students who are not doing work placements to acquire and improve their transferable skills, although they did not think that these suggested alternatives will be as effective as the one year placement. They considered that the duration of the work experience period is a key factor in improving transferable skills.

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33

Gaff, Ronald D. „Working together in ministry developing collaborative skills in theological students /“. Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.

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34

Horbinski, Wendy J. „Employer perceptions of the Wisconsin Employability Skills Certificate Pilot Program“. Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000horbinskiw.pdf.

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35

Patel, Preeti. „An optimised competency framework for improving students' self skills during work-related learning“. Thesis, London Metropolitan University, 2017. http://repository.londonmet.ac.uk/1245/.

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This research commences with an exploration of the huge landscape of assessment feedback practices in which a multitude of tools, interventions, theories, experiences, experiments and surveys have been proffered by educationalists and practitioners. A novel taxonomy of feedback is developed which, upon evaluation, not only highlights the gap in feedback provision for the experiential learning area but also reveals the significance of developmental feed-forward guidance with which students are able to self-evaluate and self-regulate themselves. The research goes on to investigate the impact that Work-related learning and developmental feedback can have on students on a degree programme. An intervention consisting of a range of tools, including a customised competency framework, developmental feedback cues and self-evaluation scoring, is developed to engage and motivate students on the Work-related learning module. A study conducted to test the intervention reveals that significant improvements can be seen in students’ understanding and perception of their competencies, but that this improvement is only apparent when both Work-related learning and developmental feedback based on self-evaluation are implemented. The findings from the empirical data derived from the study has enabled the understanding of, through cluster and correlation analysis, the way in which students perceive their own competencies; thereby, leading us to optimise the framework to include the thirteen most significant competencies within the Academic, Workplace and Personal Effectiveness categories. This research contributes towards a better understanding of student perceptions of competency and puts forward a strategy for improving the employment outcomes of graduates through exposure to a customised competency framework, developmental feedback and self-evaluative/reflective practices.

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36

Mnguni, Maria Annah. „Exploring the relationship between counselling skills and memory work with primary school children“. Diss., Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-10262007-095804/.

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37

Dodgson, Mark. „Work organisation and skills in small engineering firms using CNC in machine tools“. Thesis, Imperial College London, 1985. http://hdl.handle.net/10044/1/37675.

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Flax, Stacey L. (Stacey Lynn). „Impact of Interpersonal Skills Training on the Effectiveness of Self-Managed Work Teams“. Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc500516/.

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The purpose of this study was to determine whether the teams that received interpersonal training would function more effectively as a team than the teams that did not receive training. Individuals from a large division of a major defense contractor in the southern part of the United States served as subjects. Data were collected using the Team Effectiveness Profile designed to measure team effectiveness. This survey measures the overall score as well as five sub-scores. It was hypothesized that the teams that received training would function more effectively than the teams that did not receive training. The hypotheses were not supported. Results were explained, among other things, by the internal and external changes that hampered the transition towards self-managed work teams.

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Ekeh, Martin Chukwudi. „Strengthening group work play-based pedagogy to enhance core skills in young learners“. Thesis, University of Pretoria, 2020. http://hdl.handle.net/2263/80436.

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The researcher investigated teachers’ use of group work play-based pedagogy to enhance core skills in young learners. The reason for this investigation was rooted in the teaching methods used by most Nigerian teachers. Most Nigerian teachers prefer to use the traditional learning approach (TLA); known as teacher-centred learning, in comparison to learner-centred pedagogy. According to the research, the learner-centred approach is a contributing factor to the development and enhancement of the acquisition of core skills among young learners. The study site identified was the eastern part of Nigeria. Nine participants were purposively sampled, who were responsible for teaching young learners between the ages of five to eight years. The researcher adopted the qualitative approach with an interpretive paradigm when employing a professional development programme through Participatory Action Research (PAR), observational schedule and field notes as tools for data collection. Findings from the study revealed that teachers do not understand what core skills are and how they should be developed in young learners. It was also found that teachers did not have sound knowledge of curriculum implementation and its impact on the development of core skills. Teachers also lacked the knowledge and understanding of the use of diverse group work play-based pedagogy in the early grade classes A recommendation was made for teachers to use group work play-based pedagogy to develop core skills among learners. It also recommended the provision of adequate continuous professional development training on group work play-based pedagogies to enhance and strengthen teachers’ knowledge and understanding. The study proposes the need for teachers to update their knowledge and understanding of curriculum policies on play-based pedagogy.
Thesis (PhD)--University of Pretoria, 2020.
pt2021
Early Childhood Education
PhD
Unrestricted

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Calvaress, Vanessa. „The future of work: Careers and skills needed in the age of robots“. Universidad Peruana de Ciencias Aplicadas (UPC), 2019. http://hdl.handle.net/10757/625758.

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Vanessa Calvaressi representante de la Universidad de Torrens en Australia expone sobre el futuro de la inteligencia artificial y la robótica. Además, informa respecto a las carreras que ofrece la Universidad de Torrens, ligadas a estos temas

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Starks, Dakira S. „A study of the effects of social skills training on self-esteem of maltreated children“. DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1995. http://digitalcommons.auctr.edu/dissertations/1942.

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Zurawski, Janina. „Internet usage, self-efficacy, and proactive coping skills“. Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1585527.

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This quantitative study examined the relationship between problematic Internet usage, self-efficacy, and proactive coping skills. This study compared demographic characteristics against three scales: Compulsive Internet Use Scale, General Self-Efficacy Scale, and Proactive Coping Subscale. A total of 146 Internet users over the age of 18 participated in this study. The results found a significant correlation between gender and, age, and ethnicity and proactive coping skills. There was also a significant relationship between age and compulsive Internet use. Compulsive Internet use was negatively correlated with proactive coping, suggesting improved proactive coping skills will lead to a lower level of compulsive Internet use.

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Clare, Emily P. „The Business Communities' Perspectives on Work-based Learning and Career Readiness for High School Students“. Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1615650103164532.

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Dixon, Brad J. „Training church members in hospital visitation skills“. Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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Whitaker, Kenneth D. „The effects of social skills training in reducing behavioral indicators of anxiety in adult male schizophrenics“. DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1998. http://digitalcommons.auctr.edu/dissertations/627.

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The purpose of this study was to determine the degree to which social skills training was effective in reducing anxiety in male mental health clients diagnosed with schizophrenia. This study is important because it attempts to fill the current literature gap regarding treatment interventions for males diagnosed with schizophrenia. The study consisted of fifty adult male patients (N=50) between the ages of 18-55 with a diagnosis of schizophrenia. To test the effectiveness of social skills training, the participants were systematically random selected and placed in one of two groups. Group one (the control group) consisted of twenty-five males diagnosed with schizophrenia. Group two (the experimental group) consisted of twenty-five males diagnosed with schizophrenia. The experimental group received the treatment intervention of social skills training while the participants from the control group received nothing. Anxiety was measured through specific behaviors and direct behavior observation was used to collect information on the behaviors. Results of the T-test analysis revealed that there were statistically significant differences between the experimental and control group at posttest phase. Those in the experimental group showed more significant reduction on anxiety than the controls, indicating that social skills training was effective in reducing anxiety. Implications for future research and social work practice also are discussed.

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Warner, Victoria Jay. „Development and validation of a performance-based assessment in work and family life personal development“. Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1072036691.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xiv, 200 p.; also includes graphics Includes bibliographical references (p. 117-123). Available online via OhioLINK's ETD Center

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Ceresa, Shannon Michele. „Can preschool children learn abduction prevention skills?“ Scholarly Commons, 1994. https://scholarlycommons.pacific.edu/uop_etds/2765.

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The purpose of this study was to evaluate the feasibility of training children as young as 3 years old to engage in appropriate responses to potentially dangerous situations. Eighty-five children ranging in age from 3 to 5 years from various preschools were randomly assigned to one of two groups (post-test-only or pretest-post-test). Treatment involved the training package, Children Need to Know: Personal Safety Training (Kraizer, 1981). Training effectiveness was assessed by an analog measure of self-protection, in which a confederate adult approached and verbally attempted to lure the child from the setting. The results showed that (a) in comparing pretest and post-test scores of the pretest-post-test group, the post-test mean was significantly higher than the pretest mean; (b) in comparing the pretest scores from the pretest-post-test group and the post-test scores from the post-test-only group, no significant interactions or main effects were found; these results with the results in (a) support the idea of a testing effect and/or a pretest sensitization effect; and (c) in comparing the post-test scores from the pretest-post-test group and post-test scores from the post-test-only group, there were no significant interactions, however there was a significant main effect for Group. These results show that post-test scores were higher than pretest scores indicating the possibility of treatment increasing post-test means. However, the post-test-only group means were not significantly higher than the pretest means from the pretest-post-test group. Additionally, the significant difference between the post-test means from the two groups indicate there was a testing effect or possibly a pretest sensitization effect, or both. (Abstract shortened by UMI.)

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Merlan, Julio. „Domestic violence, conflict resolution skills, and alcoholism: Treatment recommendations“. CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2015.

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Researchers agree that there is a relationship between alcoholism and domestic violence but theoretical perspectives have not established a correlation between the variables. Alcoholism and domestic violence are a manifestation of a complex system of family interactions characterized by inadequate communication skills.

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Law, Tuulia. „Not a Sob Story: Transitioning Out of Sex Work“. Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20095.

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Although it has been argued that indoor workers in fact make up the majority of the sex industry, most of the literature on the transition out of sex work has looked at street-based workers. This interview-based qualitative research project aims to fill that gap. As such, this thesis examines the trajectories, challenges and strategies of women who transitioned or are in the process of transitioning from criminalized indoor sex work (escorting, erotic massage and domination) to the mainstream labour market. Using Ebaugh’s role exit theory and Goffman’s conceptualization of stigma, intersectional feminist analysis and labour theory, I position the transition as a re-negotiation of self, involving conflicts in identity and class location. My findings suggest that the transition out of sex work is characterized by multiple, parallel work trajectories, wherein the women were successfully able to transfer skills they had acquired in sex work to the mainstream labour market.

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Ubalde, Buenafuente Josep. „The social valuation of skills. An analysis through linguistic work in the new economy“. Doctoral thesis, Universitat Rovira i Virgili, 2019. http://hdl.handle.net/10803/667719.

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Els canvis en el contingut i la rellevància de les competències en els mercats laborals de la nova economia ha generat diversos debats respecte a la seva conceptualització i valoració. Des del corrent principal de l'economia, la competència és considerada un dels principals ingredients del capital humà, el valor del qual està determinat per la dinàmica de l'oferta i la demanda en el mercat de treball. En canvi, des del punt de vista heterodox, les habilitats estan construïdes socialment. El valor de les competències resulta de la negociació política y reflecteix el poder i estatus de diversos grups d'interès així com les ideologies predominants en la societat. La tesi es centra en la valoració de les competències lingüístiques, un tipus d'habilitat transversal que és bàsica per al treball tant cognitiu com interactiu en la nova economia, però que està involucrada en algunes controvèrsies en relació a la devaluació i la desqualificació de treballadors i ocupacions. Des d'un enfocament de mètodes mixtos, la tesi presenta tres articles que estudien l'impacte de les ideologies i la seva institucionalització en la valoració de les competències lingüístiques. El primer dels articles analitza com les actituds cap als immigrants en diversos països europeus es relacionen amb la devaluació dels seus coneixements de llengües estrangeres. El segon article prova si aquelles habilitats lingüístiques teoritzades com a devaluades degut a la seva associació tradicional amb el treball femení, el sector de serveis de més baix estatus i l'origen ètnic, estan o no recompensades en el mercat laboral dels Estats Units. L'últim article descriu la rellevància del treball lingüístic en la definició de categories laborals en el sector dels call center a Espanya i en les lluites entre ocupadors i treballadors en relació amb la valoració de les competències lingüístiques. La tesi conclou que la valoració de les competències lingüístiques està influenciada per ideologies i institucions socials que van més enllà de la dinàmica d'oferta i demanda en el mercat. Aquestes ideologies i institucions han de considerar-se seriosament des de l’acció política i social per a una valoració justa de les competències dels treballadors de la nova economia.
Los cambios en el contenido y relevancia de las competencias en los mercados laborales de la nueva economía ha generado diversos debates con respecto a su conceptualización y valoración. Des de la corriente principal de la economía, la competencia es considerada uno de los principales ingredientes del capital humano cuyo valor está determinado por la dinámica de la oferta y la demanda en el mercado laboral. En cambio, desde el punto de vista heterodoxo, las competencias están construidas socialmente. La valoración de la competencia es resultado de la negocian política y refleja el poder y estatus de diversos grupos de interés, así como las ideologías predominantes en la sociedad. La disertación se centra en la valoración de las competencias lingüísticas, un tipo de habilidad transversal que es básica para el trabajo tanto cognitivo como interactivo en la nueva economía, pero que está involucrada en algunas controversias en torno a la devaluación y la descualificación de trabajadores y ocupaciones. Desde un enfoque de métodos mixtos, la tesis presenta tres artículos que estudian el impacto de las ideologías y su institucionalización en la valoración de las competencias lingüísticas. El primero de ellos analiza cómo las actitudes hacia los inmigrantes en diversos países europeos se relacionan con la devaluación de sus conocimientos de lenguas extranjeras. El segundo artículo prueba si aquellas habilidades lingüísticas teorizadas como devaluadas debido a su asociación tradicional con el trabajo femenino, los empleos del sector de servicios de bajo estatus y el origen étnico, están o no recompensadas en el mercado laboral de los Estados Unidos. El último artículo describe la relevancia del trabajo lingüístico en la definición de categorías laborales en el sector de los call center en España y en las luchas entre empleadores y trabajadores en relación con la valoración de las habilidades lingüísticas. La tesis concluye que la valoración de las habilidades lingüísticas está influenciada por ideologías e instituciones sociales que van más allá de la dinámica de oferta y demanda en el mercado. Dichas ideologías e instituciones deben considerarse seriamente des de la acción política y social para una valoración justa de las competencias de los trabajadores en la nueva economía.
Several debates on how skills should be conceptualised and valued have arisen from changes in the content and relevance of them in the labour markets of the new economy. In mainstream economics, skill is one of the main ingredients of human capital and its value is determined by the supply-demand dynamic of the labour market. According to heterodox views, however, skills are socially constructed. The value of skills results from political negotiation, reflecting the power and status of diverse interest groups, as well as the predominant ideologies of society. The dissertation focuses on the valuation of linguistic skills, a cross-cutting kind of skill that is basic for both cognitive and interactive work in the new economy, but which is involved in controversies regarding the devaluation and deskilling of workers and occupations. From a mixed methods approach, the dissertation presents three papers that study the impact of institutionalized ideologies on linguistic skills valuation. The first paper analyses how the attitudes towards immigrants across European countries is related to the devaluation of their foreign language knowledge. The second paper test whether those linguistic skills which are devaluated for their traditional association with women’s work, low-status service sector jobs and ethnicity are unrewarded across occupations in the US labour market. The third and final paper describes the relevance of linguistic work in defining job categories in the call centre sector in Spain and the struggles between employers and workers regarding the valuation of language skills. The thesis concludes that ideologies and social institutions influence the valuation of linguistic skills above and beyond the market dynamic. A serious consideration in political and social action of such ideologies and institutions is required in order to fairly value workers skills in the new economy.

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Dissertationen zum Thema „Work skills“

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