Dissertations / Theses: 'Adult in training'

1

Kennedy, Sharon Marian. "Anger management training with adult prisoners." Thesis, University of Ottawa (Canada), 1990. http://hdl.handle.net/10393/5780.

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The present study was designed to assess the efficacy of anger management training with aggressive, adult male offenders. The research design included two active treatment conditions and two delayed treatment control conditions. Treatment consisted of cognitive (Anger Control Training) and behavioral components (Structured Learning Therapy). The order of these components was balanced so that the therapeutic effectiveness of each component could be determined, as well as the complete program. Treatment was provided in a traditional correctional centre and in a specialized treatment centre. The program was conducted over a five week period and consisted of a total of 23 therapy sessions, each of which were three hours in length. Thirty-seven adult, male offenders confined in a medium security prison volunteered to participate in the study. All participants were assessed prior to treatment, following the first component of the program, following the second component of the program, and two months following termination of the program. The results of this study demonstrated that anger control training and structured learning therapy are both effective treatment modalities for incarcerated adult male offenders with severe anger and aggressive behavioral problems. Subjects in all four active treatment conditions displayed the following changes. They self-reported less anger to a variety of provocations common to the prison setting. They self-reported decreases in the frequency, intensity, and duration of anger, more appropriate modalities of expression, and fewer consequences of anger reactions. Objective behavioral ratings of their verbal responses to laboratory role-played provocations indicated their responses were more appropriate, as were their self-reported reactions to these provocations. In addition, subjects demonstrated more prosocial attitudes following completion of the program. The overall findings from the followup measures provide strong support for the extended maintenance of treatment benefits. Subjects continued to demonstrate lower levels of anger arousal on cognitive indices of anger. There were no differences in treatment effectiveness between the two institutions on the majority of dependent measures. Overall, the order of presentation of the therapeutic components (Anger Control Training and Structured Learning Therapy) had no distinguishable effects. Thus, all treatment groups benefitted equally from the program. However, the results do indicate that the major therapeutic gains occurred during the first phase of treatment, regardless of the treatment component received. Comparisons conducted on the disciplinary offense yielded inconsistent findings. Although, no strong statement about treatment efficacy can be made from the misconduct data, exposure to the first phase of the program may have had practical value for some of the participants.

2

Hitchcock, Melanie J. "Adult learning and naval leadership training." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2004. http://library.nps.navy.mil/uhtbin/hyperion/04Jun%5FHitchcock.pdf.

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Todd, Mary K. "Adult literacy/adult basic education provision in Northern Ireland - ten years ago." Thesis, University of Ulster, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.292476.

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Young, George R. II. "Training Staff's Experiences, Perceived Needs, and Suggestions for Professional Development in a Military Training Organization." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7991.

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The purpose of this exploratory case study was to understand the individual and organizational training needs of a military training organization (MTO), which trains battle staffs to inform professional development program design. The study findings might lead to an improved trainer professional development program design, which fully supports the organization’s and trainers’ efforts to deliver effective adult training. The exploratory questions used in this study were: (a) in what ways do participants in MTO perceive trainer and professional development experiences throughout their military and professional careers; (b) what are participants’ perceptions of training needs in MTO; (c) what are participants’ ideas for developing and implementing a trainer professional development program to meet these needs. The theoretical frameworks for this research were based on Knowles’s adult learning principles (2015), Lawler and King’s (2002) Adult Learning Model for Faculty Development, and the U.S. military’s Instructional Systems Design (ISD or ADDIE) model. The data in this study were documents and artifacts, semi-structured interviews, and a researcher reflection journal. The exploratory case study revealed six major themes: (a) trainer experiences, (b) professional development experiences, (c) organizational issues, (d) training issues, (e) organizational solutions, and (f) professional development approaches and activities. MTO participants’ revealed perceptions of organizational issues related to leadership, mission and purpose, standards, personnel, and resistance to change which affected training performance. They also identified training performance issues in material development, delivery, and evaluation due to knowledge and skills deficiencies in instructional design and adult learning principles. MTO participants suggested various professional development approaches and activities for the organizational and training issues needs identified. The study’s results suggested the professional development recommendations and implications might inform changes to MTO’s existing professional development program and generate organizational inertia to further explore and address the organizational and training issues identified. The results also add to the body of literature on adult training, professional development, and training needs analysis.

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Harrington, George E. III. "Mindfulness-based Skills among Counselors-in-Training." Thesis, Barry University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10750459.

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The purpose of this research study was to assess levels of mindfulness-based skills in counselors-in-training at the masters and doctoral level. By examining mindfulness levels within the counselor-in-training population, a reference point was established among counseling students with predictors of mindfulness-based skill levels. The research design was a cross-sectional survey approach, using the Five Facet Mindfulness Questionnaire (Baer et al., 2006) paired with a researcher developed questionnaire. Results yielded significant differences among facets of mindfulness and independent variables of age, perceived multicultural competence, knowledge of mindfulness, hours of formal training, current practice of mindfulness, and frequency of practice. Length of mindfulness practice, hours of formal training, and age were significant predictors of total mindfulness scores for the counseling student sample.

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Ellis, Patricia. "Meeting the training needs of adult education practitioners : a study of adult education and training in the English-speaking Caribbean." Thesis, University of Southampton, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.255344.

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Washington, Benjamin C. II. "Applying Andragogical Principles To Corporate Medical Sales Training." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10169681.

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This qualitative action research study investigated how to apply andragogical principles to corporate medical sales training. The study stemmed from a practitioner’s concern that instructional methodologies may be insufficient for the learning needs of medical sales representatives in the post-2008 recession climate, which was requiring greater return on investment and performance accountability. The phenomenon of sales representatives being in the field one day and the next day being deemed ‘trainers’ exposed several gaps in sales training programs primarily originating from instructor deficiencies in curriculum development, instructional design, and weakness in application of adult learning methodologies. Andragogy, a learning theory on how to help adults learn, was explored due to its perceived application synergies within a business setting. Several vice presidents, directors, and managers of leading multi-billion dollar international sales training departments were interviewed to add comprehensive and relevant thought to the research data to promote answers to the research questions: (a) How do corporate medical sales training models current at the time of this writing align with the principles of andragogy? (b) Can a corporate medical sales training program be designed that applies andragogical principles? and (c) How does andragogy inform medical sales training?

From the interview answers several themes emerged to strengthen design of a new medical sales training program equipped with program and learner objectives that identify the needs of medical sales trainers who historically were experiencing trial by fire. This prototype sales training model demonstrated an alignment with the six assumptions and eight process elements contained within the andragogy theoretical framework, research data, interview answers, and personal experiences. This model helped inform my leadership decisions at a regional sales meeting of a multi-billion dollar biotechnology medical sales organization, specializing in rare disease and orphan drug infusion therapies. Feedback from the sales training workshop was formally collected and well received; which spearheaded a paradigm shift and re-vamp in instructional platforms and methodologies for the organization. Promising results from beta testing of applied andragogy to medical sales training may lead to broader testing within corporate medical sales training environments.

8

Payne, John Herbert. "Adult education, work, leisure and culture." Thesis, King's College London (University of London), 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338969.

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Ngoitiama, Z. M. "Adult educators and adult education training in Tanzania : a study of the development of policy and provision and its impact on the position and work of adult educators." Thesis, University of Southampton, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.370516.

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Broder, Jean. "Mediation training in Northern Ireland." Thesis, University of Ulster, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342427.

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Nxaba, Masibonge Benefactor Ka Malusi. "The impact of adult basic education and training (ABET) on the life of the adult learner." Thesis, University of Zululand, 2014. http://hdl.handle.net/10530/1415.

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A thesis submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Master of Education in the Department of Educational Psychology and Special Education at the University of Zululand, South Africa, 2014
The right to education as entrenched in the Bill of Rights is a universally recognised human right and is similarly guaranteed and protected in section 29 of the Constitution. This has necessitated the need for government to enhance the educational capacity of adults through the adult basic and education training programme. The purpose of this study is to explore and examine the impact of Adult Basic Education and Training on the lives of adult learners. Historically disadvantaged communities, now have structures in place to afford adult learners an opportunity to acquire knowledge and skills to improve their educational standard. This programme affords the adult learner an opportunity to interact with fellow community members and educators and engage on a path of constructive learning. This study consists of a brief literature survey as well as empirical research on the impact of education and training on adult learners. A purposive sampling design was used to identify subjects or respondents for inclusion in the sample. As a result four ABET centres were identified in accordance with the defined population. From each centre, learners were selected in order to produce statistically dependable results. A total of 54 ABET learners formed a sample for the study and this was considered adequate to produce reliable results. The results of the study revealed that the ABET learners’ understanding of socioeconomic status of their families, the threat of HIV and AIDS, general behaviour in public as well as respect for self and others had improved. The majority of participants (89%) seemed to agree that after completing the ABET programme they could do their jobs more effectively. There was also general agreement amongst the learners that their confidence in demonstrating work-related skills had improved. A similar sentiment was also shared with regard to improvement in the level of education, trust in own abilities and understanding of HIV and AIDS related issues in their broadest sense.

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Olson, Anne D. "AUDITORY TRAINING AT HOME FOR ADULT HEARING AID USERS." UKnowledge, 2010. http://uknowledge.uky.edu/gradschool_diss/11.

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Research has shown that re-learning to understand speech in noise can be a difficult task for adults with hearing aids (HA). If HA users want to improve their speech understanding ability, specific training may be needed. Auditory training is one type of intervention that may enhance listening abilities for adult HA users. The purpose of this study was to examine the behavioral effects of an auditory training program called Listening and Communication Enhancement (LACE™) in the Digital Video Display (DVD) format in new and experienced HA users. No research to date has been conducted on the efficacy of this training program. An experimental, repeated measures group design was used. Twenty–six adults with hearing loss participated in this experiment and were assigned to one of three groups: New HA + training, Experienced HA + training or New HA – control. Participants in the training groups completed twenty, 30 minute training lessons from the LACE™ DVD program at home over a period of 4-weeks. Trained group participants were evaluated at baseline, after 2-weeks of training and again after 4- weeks of training. Participants in the control group were evaluated at baseline and after 4-weeks of HA use. Findings indicate that both new and experienced users improved their understanding of speech in noise after training and perception of communication function. Effect size calculations suggested that a larger training effect was observed for new HA users compared to experienced HA users. New HA users also reported greater benefit from training compared to experienced users. Auditory training with the LACE ™ DVD format should be encouraged, particularly among new HA users to improve understanding speech in noise.

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Harlan, Steven Howard. "Anxiety and Focus in Work-Related Training." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1585.

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Currently, nonemployee students who take General Electric's (GE's) pollution control classes do not demonstrate consistent knowledge gains following training. The purpose of this project was to investigate whether the independent variables of level of education and choice in attending the class made a significant difference in the means of the dependent variables of anxiety and ability to focus. The project was influenced by the theory of andragogy, which explores the motivations and principles specific to the teaching of adults. The research questions for this study probed relationships between level of formal education among participants and their choice in whether to attend or not and potential anxiety towards training and their ability to focus on training. Data were collected from 756 adults who took a voluntary self-designed survey while registering for this class. A quantitative approach that included t tests and ANOVA tests revealed significant differences when comparing the adult behaviors of anxiety and ability to focus with the variables of choice in attendance of training and level of completed formal education. The results were used to inform a train-the-trainer program with the goal of mitigating discrepancies in knowledge transfer. As the impacts of pollution are understood, it is critical that those who are responsible for controlling pollution have the best training. Organizations that issue professional certifications need to be assured that those completing continuing education units deserve the awarded credits. Thus, any improvement to the consistency of knowledge transferred for GE's pollution control classes will support social change by enhancing the ability of students of the class to protect the earth's communities and climate and fulfill education obligations.

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Gaddis, Margaret L. "Training Citizen Scientists for Data Reliability| A Multiple Case Study to Identify Themes in Current Training Initiatives." Thesis, The University of the Rockies, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=13423764.

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This dissertation characterized trainings designed to prepare citizen scientists to collect ecological data in natural outdoor settings. Citizen scientists are volunteers who participate in scientific activities under the guidance of professional scientists and organizations. The work of citizen scientists greatly expands the data collection possibilities in natural resource management and increases science literacy among participants and their social communities. The general problem is that some scientists and land managers view the data collected by citizen scientists as unreliable. The specific problem is the absence of educational training measurement in citizen science program design and analysis with which to ascertain the learning gains of trained citizen scientists.

Through a sequenced methodology of data analysis, survey, and semi-structured interviews, deductive descriptors and codes guided a directed content analysis of data collected. The analysis indicated strong alignment between citizen science, andragogy, and social learning theory. The sample revealed a bimodal distribution related to the type of data collected and the subsequent training design. Little training existed when data collection involved photography only. Citizen scientists brought prior skills to the task but did not need to gain new procedural learning to complete their data collection task. When citizen scientists collected more complex measurements, classroom and field mentoring facilitated learning.

Citizen science leaders described their perception of the reliability of their citizen scientists’ data collection efforts. Computer technologies validated photo and water quality data. Therefore, quantitative data analysis supported the perception of data reliability. Terrestrial data had a range of reliability qualifications including video and paper quizzing, field observation of methods implemented, periodic data checks, and follow-up mentoring when data quality was poor. Managers of terrestrial citizen science programs were confident in the reliability of the data for the land management, policy, and research applications required.

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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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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.

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Hillier, Yvonne. "Informal practitioner theory in adult basic education." Thesis, University of East London, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.386250.

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Shortt, N. C. "Adult thought : aetiology and stimulation of change." Thesis, University of Ulster, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242244.

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Miles, Connie E. Townes Deirdre. "Improving product performance through new equipment training (NET) techniques." Monterey, Calif. : Naval Postgraduate School, 2008. http://edocs.nps.edu/npspubs/scholarly/JAP/2008/Dec/08Dec%5FNAME%5FMiles.pdf.

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"Submitted in partial fulfillment of the requirements for the degree of Master of Science in Program Management from the Naval Postgraduate School, December 2008."
Advisor(s): Suchan, James and Simon, Cary. "December 2008." "Joint applied project"--Cover. Description based on title screen as viewed on January 28, 2009. Includes bibliographical references (p. 135-137). Also available in print.

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Goldstein, Roberta Eisman. "Assessment of the Effects of Communication Training on the Adult Elderly and the Assisting Adult Child." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc330633/.

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This study examined the effects of Systematic Training for Effective Parenting (STEP) on affection, communication, and relationship between elderly parents and their assisting adult children. Twenty-eight pairs of parents and children were randomly assigned to treatment or control groups. Subjects took Quinn's Family Life Questionnaire as pre-, post-, and follow-up tests. Parents and children in the treatment groups attended a four-session STEP workshop. No significant differences were found on the 2 x 2 analysis of variance for repeated measures for the parents or adult children. Quinn's affection and relationship variables approached significance for the parents over time. His variable affection approached significance for the children over time, irrespective of group. Agreement approached significance for children in the treatment group. The results for the parents regarding affection suggest that the study may have emphasized their feelings of trust. Although the data for relationship approached significance, it was negative, indicating that parents in the treatment group may have reduced their interaction with their assisting children perhaps because they were learning new communication skills. The data for the children regarding affection approached significance, but it was negative, suggesting they felt free to question their feelings about themselves and their parents. The results for children in the treatment group regarding agreement may suggest that the study increased their awareness of areas of agreement with their parents. When the data for parents and children were compared, communication approached significance for the parents; that is, they felt more comfortable with their communication with their children than did their children. The variables affection and perception showed significance. The elderly parents perceived their relationship with their children more positively than did their children. Absence of statistically significant data may be explained because Quinn's Family Life Questionnaire was not sensitive enough. Analysis of covariance might have identified significant findings. Increasing the number of participants and informing them of the purpose of the study might also affect a repeated study.

21

Miranda, Edwin. "Teaching assistant training : adult education principles and discussion group leadership /." Free full text is available to ORU patrons only; click to view:, 2004. http://wwwlib.umi.com/cr/oru/fullcit?p3131099.

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Parrish, John. "Exploring adult spiritual (trans)formation through short-term training events." Theological Research Exchange Network (TREN) Theological Research Exchange Network (TREN) Access this title online, 2007. http://www.tren.com.

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Morgan, Pamela Cope Wircenski Jerry L. "Adult learner satisfaction with web-based non-credit workforce training." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3937.

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Egan, Laurenz Anthony Joseph. "Adult student motives for accessing the Vocational Training Opportunities Scheme." Thesis, Open University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.518276.

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Morgan, Pamela Cope. "Adult Learner Satisfaction with Web-Based Non-Credit Workforce Training." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3937/.

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Web-based training has become a billion dollar industry in the United States. Electronically aided learning is viewed by many companies as a cost-effective way to deliver the up-to-date, up-gradable job-related training that the industry is demanding. This study sought to examine the relationship between learners’ satisfaction with online training as it relates to learner readiness, online features, and course relevance. The population for this study was adults seeking non-credit workforce training, specifically library professionals who were involved in web-based training through the Lifelong Education @ Desktop (LE@D) program at the University of North Texas, Denton. Online methods of training are used most extensively in the area of mandatory or compliance training, in which 35 % of training is conducted mostly or completely online. The total potential library population using LE@D product to date is approximately 4,000 unique enrollments nationwide. Participants were selected from a complete list of unique LE@D users over a 90-day period. A survey instrument was sent via e-mail to 514 enrollees who had completed a recent LE@D online training course. In total, 254 participants responded to the survey. Bivariate analysis of the variables using the Pearson product-moment correlation was used to determine the occurrence and strength of a relationship between each of the three independent variables and the dependent variable in order to test the three research hypotheses. A regression model was used to explain how significantly the three independent variables, that is, online features, learner readiness, and course relevance, would have an impact on learner satisfaction. Results suggest that learner awareness of issues surrounding online features, learner readiness, and course relevance have a statistically significant impact on the overall satisfaction of the Web-based training event. As companies continue to adopt eLearning as a training investment, attention should be given to the end-users experiences. Employee responses to Web-based training are important because employee satisfaction is an indicator that a company’s training investment will result in positive outcomes.

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Rothlein-Goldstein, Mary DePiano. "Influences on adult education practitioners' working philosophies : a field study of probation officer training /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11353909.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.
Typescript; issued also on microfilm. Sponsor: Franceska B. Smith. Dissertation Committee: Matthias Finger. Includes bibliographical references (leaves 251-263).

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Shank, Jacqueline A. "Dropout and completion in adult vocational job training programs : a prediction model for the adult vocational student." Connect to resource, 1992. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1239896012.

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Dawson, Catherine Elaine. "Learning choices : a grounded theory study of adult returners." Thesis, Sheffield Hallam University, 1999. http://shura.shu.ac.uk/3128/.

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This research is a grounded theory study of the learning choices of adult returners. For the purpose of this research, 'adult returner' has been defined as somebody who left school at the earliest opportunity who, after a period away from formal education, has identified a desire or a need to re-enter the system. Forty-three semi-structured, in-depth interviews and three focus groups have been conducted with a total of 58 adult returners at various stages of the returning process. Some adults had just started to think about returning to education, but had not identified an entry route, whereas others were progressing through their chosen entry route, whether in adult education, further education or higher education. A process of theoretical sampling and comparative analysis, whereby data are jointly collected, coded and analysed, was adopted for this research. Using this method, themes and categories were inductively generated from the data. Processes, rather than static accounts, were taken into account by conducting a number of repeat interviews. By doing this it was possible to consider how learning choices might change as adults progress through their chosen entry route. The aim of a grounded theory study is to develop a core-category and a number of related sub-categories. The core category for this research is 'parameters of choice' which describes how adults appear to have their choices framed by a number of parameters which effect the perceived degree of choice available to them. The related sub-categories which have been developed from the data are 're-balancing', 'self-assessment', 'becoming attuned' and 'awareness-raising'. By describing these categories and illustrating how they relate to each other, the research goes beyond other studies which consider easily identified and articulated influences on choice, such as those studies which look at barriers to participation. This research suggests that adults do not consider their choices to be blocked by barriers, but instead see their choices as being framed by a number of constraints. If their first choice is not possible, they will go on to consider alternatives within their existing parameters, or wait until these parameters widen. The research relates the findings to both theory and practice within the field of adult education and in relation to the notion of lifelong learning. In this way, the research serves to enrich at a theoretical and practical level the understanding of adult returners' learning choices.

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Eldred, Janine. "Perceptions of success in teaching and learning adult literacy." Thesis, University of Sheffield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251320.

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Mushi, Philemon A. K. "Origins and development of adult education innovations in Tanzania." Thesis, University of Southampton, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.315518.

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Tarr, Sara E. "Description and evaluation of current fire service training materials development." Related electronic resource:, 2007. http://proquest.umi.com/pqdweb?did=1379563841&sid=4&Fmt=2&clientId=3739&RQT=309&VName=PQD.

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Pete, Elizabeth. "Online Training Impact on Adjunct Faculty Compliance and Satisfaction With Professional Development." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2041.

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The problem addressed by this project study was low levels of adjunct faculty compliance and satisfaction with the professional development program at a local college. The purpose of the study was to determine if an alternative delivery method would yield higher levels of compliance and satisfaction than would a traditional professional development workshop. The guiding research question was whether an alternative delivery method would yield higher levels of compliance and satisfaction than a traditional professional development workshop. The theoretical base included andragogy, self-directed learning, and connectivism. Using an experimental design, the project examined archival data concerning compliance and satisfaction for 69 adjunct faculty members who had been randomly assigned to an online (experimental group; n = 39) or on-campus (control group; n = 30) professional development workshop. A chi-square analysis showed that compliance levels were significantly higher for participants in the online professional development workshop compared to those who participated in an on-campus workshop. An analysis of variance found that the overall satisfaction level was higher for participants in the online workshop compared to those who participated in the on-campus workshop. The project resulting from the study was a policy recommendation report. Online professional development can positively influence social change by increasing adjunct faculty participation and facilitating the creation and maintenance of networks of health educators. Additionally, direct and indirect costs currently associated with traditional professional development may be reduced through the use of online professional development.

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Trent, Stoney A. "Team cognition in intelligence analysis training." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1187034524.

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Evans, John R. P. "Adult education on the rates : an investigation of the policies of Monmouthshire and Glamorgan County Councils in regard to adult education, 1945-74." Thesis, University of Nottingham, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.328180.

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DeBock, Gerhard T. "Andragogical principles applied to training adults at Trinity Fellowship seeking more effective ways to fulfill 2 Timothy 2:2 /." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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Satterfield, Stephen Lindsay. "Employee Perceptions of Effective Training Strategies." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5122.

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The following study was undertaken because there was a need to establish whether training information at a local guarantor was relevant to employees and clients. Utilizing transformative learning theory, the purpose of this case study was to explore what the guarantor's employees and management require for new account advisors by conducting open-ended interviews with the guarantor's employees. The guarantor's director secured collections contracts and a long-term enrollment advising contract with a new online university. For the guarantor to have trained account advisors, managers must know what kind of training is necessary. Secondly, the university enrollment is growing, and that could necessitate more advisors to address the increase in student population. During the data collection phase, 9 guarantor employees participated in interviews. The guarantor's managers and employees were asked what training the guarantor requires of new account advisors, what training new hires need, and what training methods should be employed. Thematic coding, content analysis, and triangulation were used to analyze the data. Themes from the results included participatory training, experience required, and customer service. Based on the data analysis, a position paper was created to recommend role-playing, shadowing, and other training methods. The recommendations were made to ensure training and learning are ongoing, relevant to the assigned tasks, and that the guarantor's managers ask clients to play an active role in account advisor training. Social change can be achieved with a more engaged management, a staff armed with relevant knowledge and support, improved skillsets, and a guarantor that can better respond to client needs.

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Dladla, Siphiwe Nonhlanhla. "Experiences and perceptions of adult learners at public adult learning centres." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40439.

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The main objective of this research was to explore the experiences and perceptions of adult learners at Public Adult Learning Centres. A total number of eighteen adult learners from three Public Adult Learning Centres in Nkomazi East Circuit at Ehlanzeni District participated in the study. The study was qualitative in nature using the interpretive paradigm. Data was collected through focus group interviews, individual interviews and observation. The study revealed that adult learners have mixed feelings and opinions regarding their experiences at Public Adult Learning Centres. Results indicated that some adults found their experiences interesting and enriching and have positive attitudes towards the teaching and learning at Public Adult Learning Centres, while others were frustrated with the lack of teaching and learning resources, and the poor management at the centres. Adult learners seem to regard education as important and they received satisfactory support from their families, communities, teachers, employers, and fellow adult learners, as well as financial support from the Department of Education. Findings revealed that adult learners find it difficult to understand the content of subjects and to cope with the pace of teaching. Participants had different views about the language of instruction. Some preferred English for employment and social purposes while others preferred the vernacular so as to have a better understanding of the content and to pass the subjects. These learners preferred that the content should prepare them for employment and for coping with day-to-day activities in rural areas. Responsibilities at home, becoming a learner at an elderly age, being involved in seasonal jobs and catching up work after absence were some of the challenges that adult learners experienced. From the results and findings of the study, recommendations were made to improve the effectiveness of teaching and learning and functionality of Public Adult Learning Centres.
Dissertation (MEd)--University of Pretoria, 2013.
gm2014
Early Childhood Education
unrestricted

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Nicholson, Henry J. "A comparison of the motivations and learning strategies employed by adult learners in industrial training programs." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1464Nicholson/umi-uncg-1464.pdf.

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Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007.
Title from PDF t.p. (viewed Feb. 29, 2008). Directed by Samuel D. Miller; submitted to the School of Education. Includes bibliographical references (p. 92-98).

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Wadsworth, Matt. "Videogaming Principles and the Workplace." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1204580795.

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Jones, Francis Redvers. "Going it alone : self-instruction in adult foreign-language learning." Thesis, University of Newcastle Upon Tyne, 1996. http://hdl.handle.net/10443/189.

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This project looks at foreign-language self-instruction by adult native speakers of English. A literature review surveys the self-instruction field, plus more general literature on second language acquisition, learner characteristics and strategies, and course design. An initial pre-study presents a taxonomy of published teach-yourself package features, based on a survey of over 40 courses. The second pre-study presents a learner-diary study of 11 months' self-instruction of Hungarian from post-beginner level by the researcher. Lexis and listening are revealed as the main challenges, and the importance of real-message practice is highlighted. A threshold is identified - corresponding to the ability to cope with authentic language - at which strategies change from coursebook-centred to real text- and interaction-centred. In the main study, telephone interviews of 70 learners with self-instructed experience supplied reported-achievement profiles for all their languages, plus open-ended reports on their self-instructed learning processes. Multivariate statistics plus qualitative analysis of the interview protocols were used to identify patterns in the data. Mixedmeans outperforms both self-instruction alone and classwork alone in terms of command, dropout and sense of success, with classworkself-instruction as the best sequence. Higher proficiency in mixed/self-instruction-only mode is linked to better listening and speaking experiences, and to good management of learning. Learners with more self-instructed experience worry about initial listening and speaking problems less, and are more aware of writing. Learning style is the chief process factor seen as affecting self-instructed learning; others are general strategic skill, ability to tackle the lexico-grammar through writing, full-speed listening, "package-wiseness", exploitation of external motivational/affective factors, intensive reading/cassette-work skills, aptitude/discipline, and the ability to combine different learning resources. The conclusion presents implications for second language acquisition, followed by recommendations for materials designers, self-instructed learners, language centres and learner training programmes.

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Seale, Jane Katherine. "Microcomputers in adult special education : the management of an innovation." Thesis, Keele University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.317601.

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Martin, Paul R. "Artists as teachers in contemporary adult education : a case study." Thesis, University of Surrey, 1999. http://epubs.surrey.ac.uk/843935/.

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This Inquiry focuses on the role of artist/teachers in contemporary Adult Education. It investigates the extent to which those artist/teachers who attempt to introduce adult learners to fine art, face ethical and practical dilemmas arising from the conflicting pressures of their roles. The initial focus arose from my personal observations and experience as an artist/teacher. Added to this were concerns from my perspective as a course leader and organiser in Adult Education (AE). It seemed that a combination of a consumer-led curriculum and government funding policies based on economic needs, were restricting the provision that could be offered by a Local Education Authority supported AE Centre. In particular there was a concern that art education which caused the adult learner to engage in transformative learning, requiring reframing of their familiar constructs, values and beliefs, was increasingly constrained by the prevailing socio-economic conditions. Because of the complex nature of the focus of this inquiry the literature search ranged from socio-economics, education policy and adult education, to the nature of art, formal art training and art in adult education. As there was little direct information on artist/teachers in AE, the empirical research was undertaken in the form of a case study on a group of artist/teachers working on a certificated programme within an AE centre based in a Further Education college. This research found that artist/teachers faced ethical and practical dilemmas which arose when their professional practice and allied values and beliefs, were compromised by the conflicting pressures which they faced from students and AE organisations. There are wide implications for both artist/teachers and AE organisers regarding the extent to which the professional integrity of practitioners, and emancipatory and transformative educational values and practises should be compromised in the face of consumer pressure. It is recommended that further research is carried out to see to what extent these findings are valid for artist/teachers in other AE contexts and if teachers from other disciplines who challenge students' constructs have similar experiences.

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Stenberg, Anders. "An evaluation of the adult education initiative relative labor market training." Doctoral thesis, Umeå : Univ, 2003. http://www.econ.umu.se/ues/ues609.html.

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Curulla, Virginia Latta. "Aggression replacement training in the community for adult learning disabled offenders /." Thesis, Connect to this title online; UW restricted, 1991. http://hdl.handle.net/1773/7761.

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Beukes, Alida. "The effectiveness of adult training at a gold mine / Alida Beukes." Thesis, North-West University, 2001. http://hdl.handle.net/10394/572.

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Introduction: Adult education and training, as part of the literacy programme of the country, is an important and developing field of activity and study. Today, the main responsibility for education and training of adults is taken by industry, with the focus on lifelong learning. It is initiated and financed by the company and has company goals. The process of education and training of adult workers enables those who were previously disadvantaged to achieve new skills and knowledge. The purpose of this study is to determine the effectiveness of adult training at a gold mine. The aim of the study: A wider range of skills is required from workers, due to changes in the working place and a higher level of specialisation is required. This study aims to determine, by means of empirical research, whether adult education and training succeeds in preparing workers for the challenges and demands that face them. This study will attempt to determine: the degree of improvement of practical skills of the worker in terms of production; to what degree there has been an improvement in the technical knowledge of the worker and the improvement in managerial skills of the worker who has been subjected to training. Method and sample: A theoretical orientation was done regarding motivation and the application of motivational theories, lifelong learning as well as legislation and structures for adult based education and training. The descriptive survey method was employed to process the data. The applicable data was collected by means of structured questionnaires, which were completed by adult workers who had been subjected to training. The questionnaire was carefully screened and protested. Unstructured interviews were conducted with unit supervisors to obtain certain important information. The research was undertaken with a large Gold Mine in the Virginia district, which uses modem and intensive training programmes to train adult workers. Records of production results of the trainees are kept and this data was also used to evaluate different facets of the training. Random sampling was used to identify 20 respondents who had already been subjected to training. A total of 20 questionnaires were distributed and received, which was considered highly satisfying feedback. This was possible owing to the fact that all questionnaires were completed at a central point, with the help of the facilitator. Core findings: Some of the major findings are reflected here. A convincing majority of the respondents indicated that they regard motivation as important; 90% of the respondents regarded money as the most important motivator; The two strongest demotivational factors indicated by the respondents were unfair treatment by supervisors and unachievable goals; Evaluation of the respondents' practical knowledge resulted in a rating of 68% of the answers given by respondents, to be correct; Results of testing of the component of technical knowledge were either average or above average; Production and safety as two of the technical components received distinctively high scores; Motivation and communication proved to be the strongest management skills the respondents had; Results of the technical knowledge per occupation revealed that the knowledge of respondents who were Team leaders was distinctively high; When the production performance of the respondents is viewed over a 12-month period, an even but definite progress can be detected. In the light of this study and its findings the conclusion can be made that the training was indeed effective and contributed to the development of the workers and their performance in the workplace. Concluding remarks: Changes in the workplace are now taking place at a constantly increasing rate. These changes focus on continuous improvement in production and worker performance. It should not be thought that training is a cure-all for whatever problem the organisation is facing. Training is a means to an end. The ultimate objective of any form of training is the development of the workers by means of improving their knowledge and skills. The desire must also, however, be established with the workers to improve their individual skills and knowledge, via certain training programmes.
Thesis (M.Com.)--North-West University, Potchefstroom Campus, 2005.

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Crosse-Wynn, Claudia LPC. "Training Satisfaction of Behavioral Health Providers Treating Older Adult Substance Use." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6884.

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Substance use disorders among the baby boomer generation are steadily increasing, but knowledge and training satisfaction regarding older adult substance use disorders among behavioral health providers (BHPs) has not been explored. Using the Kirkpatrick evaluation model, this quantitative study involved an examination of the knowledge and training satisfaction of four behavioral provider groups: addiction counselors, licensed professional counselors, marriage and family therapists/social workers, and psychologists. Each participant (N = 154) completed a demographic questionnaire, satisfaction questionnaire, and the Alcohol and Older Adult Questionnaire to measure knowledge level on older adult substance use disorders. The results showed that licensed professional counselors held significantly higher levels of knowledge than any other BHP group. There were no significant differences between BHPs regarding satisfaction with training on older adult substance use disorders. No relationship was found between BHP satisfaction and BHP knowledge scores, even when considering the number of years, a BHP was licensed. Therefore, the findings of this study may encourage more training for BHPs aside from licenses professional counselors as well as future research on BHPs treating older adult substance use disorders.

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Haberlin, Alayna T. "A comparison of pyramidal staff training and direct staff training in community-based day programs." Scholarly Commons, 2006. https://scholarlycommons.pacific.edu/uop_etds/2704.

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This study evaluated two methods of conducting staff training. One method was a pyramidal training approach and the other method consisted of an outside consultant training the direct care staff. A group design consisted of two experimental conditions. In the first experimental condition, the supervisors of two community based day programs for developmentally disabled individuals were trained in the principles of applied behavior analysis and feedback techniques. The supervisors then trained their direct care staff in the material they had learned. In the second experimental condition, the direct care staff were trained in the principles of applied behavior analysis by the experimenter. The pyramidal training group was expected to show a quicker increase in the percentage of correct teaching procedures and show a longer maintenance of these skills. The results indicated that pyramidal training was more effective in teaching staff how to use correct teaching procedures with consumers in community settings. Also, the results showed that the pyramidal training group maintained the improvement in their teaching procedure at a 3-month follow up as compared to the direct staff training group. Pyramidal and direct staff training have not been compared directly in previous studies.

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Larney, Redewan. "ABET programmes at community learning centres in the Western Cape." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6055_1194348734.

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The problem that gave rise to this study was to determine how Adult Basic Education and Training (ABET) was implemented in the Western Cape and to find answers to the question of "
what exactly is the nature of the relationship between adult education and training"
?

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Kikuchi, Yuko. "Contradictions in policy and implementation of adult education and training : unifying the system or accommodating diversity?" Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/11658.

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Bibliography: leaves 97-102.
This study attempts to examine and answer the research question: "What is the feasibility of the integration of education and training through promotion of the GETC as envisaged within the NQF discourse?" Focusing on problematic educational policy implementation in South Africa, the study also attempts to examine causes for the disparity between intended policies and implemented policies.

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Green, Susan. "Effect of mental training techniques on knowledge and performance of volleyball skills." Thesis, University of Ottawa (Canada), 1992. http://hdl.handle.net/10393/10504.

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This study examined how certain mental training techniques affected skill acquisition and performance of a sports skill (overhand volleyball serve). The uniqueness of the study was the particular population - twelve recreational athletes (versus elite athletes) with mean age of 43.8. The subjects were divided into two groups with measures taken on three different occasions - pre-test, mid-test and post-test. Group 1 received the Mental Training Program (MT) and engaged in physical practice during the first half of the experiment, while Group 2 engaged in physical practice only. Group 2 then added the M.T. Program while Group 1 continued to practice physically. The M.T. Program focussed on relaxation, mental modelling of elite olympic volleyball players, and imagery. At the pre-test, subjects were given an Imagery Ability Questionnaire to assess whether they were high or low imagers. Five different tasks were performed to obtain both qualitative and quantitative data for analysis. Quantitative and qualitative analyses demonstrated both statistical and practical significance for an increase in knowledge, in addition to a performance increase in the skill. This was a positive beginning to new and exciting research involving recreational rather than elite athletes, and the impact mental training techniques have on this population (mean age = 43.8). Results are discussed with relevance to the effect on research that these findings have in terms of adults learning a new sport skill, improving performance of that newly acquired skill and the positive impact that mental training techniques have on them.

Dissertations / Theses on the topic 'Adult in training'

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