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1
Snyder, Thomas R. "Customized training services : concerns of Ohio industry on Department of Development services between 1983-1985 /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487267546983443.
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Griffith, Andrew Scott. "A Test of Human Capital Theory in the Education and Training Services Industry." NSUWorks, 2011. http://nsuworks.nova.edu/hsbe_etd/39.
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The objective of this research is to test human capital theory via the earnings announcements through the returns within the for-profit education and training services industry. This theory posits that enrollment levels would rise during recessionary periods and this should be reflected in better earnings announcements of the education firms.
Data was retrieved from the Compustat, CRSP, Thompson IBES, Google Finance, and Yahoo! Finance databases spanning the recessionary years of 2008 through 2010. The first hypothesis utilized a price index weighted by the education firms' market capitalization and the Russell 3000 Index as a proxy for the market to assess the daily returns of the education industry relative to the market. The second and third hypotheses involved assessing the quality of the earnings announcements within the education industry on a Friday vs. non-Friday report basis. The fourth hypothesis explored the actual EPS vs. forecasted EPS in consecutive quarters to test for differences in the earnings of that are better-than and those that are the same-or-worse than expected. The final hypothesis utilized the cumulative abnormal returns and cumulative excessive returns methodologies to compare the performance of the periods before and after the announcements.
No support for the first four hypotheses was found. Consistent with expectations established by other research using CAR and CER methodologies, the fifth hypothesis was supported. Support for human capital theory was not found because four hypotheses were unsupported.
This study was limited to U.S. education firms that were publicly traded on major U.S. exchanges. No private for-profit or non-profit firms were included in this study.
Knowledge was gained by exploring the earnings announcements of the education industry for evidence of human capital theory. The absence of support for the theory within the industry during a recession could be an indicator of other issues affecting the industry that need to be researched further before any conclusions can be reached.
This study extends the research in earnings announcements by examining the relationship the education industry has with the market. It also contributes to the work in human capital theory by testing the education industry's performance during recessionary years.
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Grace, Lauri Joy, and lswan@deakin edu au. "Language, power and ruling relations in vocational education and training." Deakin University. School of Education, 2005. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060927.134645.
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This thesis uses institutional ethnography to explore the text-based regulatory framework of the Australian Vocational Education and Training (VET) sector. Training Packages are national competency standards used to assess local workplace practice. The Australian Quality Training Framework (AQTF) is a national compliance framework used to audit local learning and assessment practice. These texts operate in a symbiotic relationship to achieve a policy goal of national consistency.
The researcher explicates the social relations of VET starting from her disquiet as a practitioner. The thesis argues that Training Packages and the AQTF socially organise the content and delivery of local learning and assessment activities. VET practitioners struggle to use these texts to support good practice, and their hidden work maintains an unstable VET system. Yet the extralocal mode of ruling offers no room to challenge VET policy.
The thesis explicates three themes. Interview data is used to explore the contrast between the institutional language of Training Packages and the vernacular of workplaces in which these texts are activated. Many practitioners and participants simply do not understand Training Package competency standards. Using these texts to judge employee performance shifts the policing of workplace practice from local sites to external VET authorities.
A second theme emerges as the analysis explores why VET practitioners use this excluding language in their work with participants. Interview data reveals that local training organisations achieve different readings as they engage with ruling VET texts. Some organisations use the national texts as broad frameworks, allowing practitioners to create spaces for meaningful learning. Other organisations adopt a narrow and rule-bound reading of national texts, displacing practitioners authority over their own practice.
A third theme is explored through examination of a sequence of VET texts. The review and redevelopment of the mandatory qualifications for VET practitioners identified the language of the competency standards as a significant accessibility issue. These concerns were reshaped and subsumed in an official response that established the use of this language as a compulsory assessable requirement and a language and literacy benchmark.
The thesis presents a new understanding of VET as a regulatory framework established through multiple levels of ruling texts that connect local sites to national government agendas. While some individual practitioners are able to navigate through this system, there is an urgent need for practitioners as a profession to challenge national hegemony.
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Okware, Fabiano. "Factors impacting performance of training institutions in Uganda." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020150.
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The purpose of this study was to develop and empirically test a hypothetical model of factors impacting performance of training institutions in Uganda in order to establish their statistical significance. The liberalisation of the education sector in Uganda, which has led to the rapid growth in the establishment of private sector higher education institutions in the country, now necessitates empirical and theoretical research into the factors impacting performance of these training institutions. The mission of higher education training institutions is to constantly create a critical academic community to debate national issues and to generate relevant knowledge for the country’s economic growth and development. The study investigated and analysed how the independent variables (individual-, institutional- and external) impact institutional performance (dependent variable). The study reviewed literature in the areas of individual-, institutional- and external factors supported by Wei’s (2006), Mackenzie-Phillips (2008), Burke-Litwin (1994), Lusthaus, Adrien, Anderson and Carden (1999) and The Jain (2005) models as presented in section 6 of chapter one. The hypothetical model developed was based on the models mentioned. The study sought the perceptions of managers and utilised the quantitative research paradigm. A survey was conducted using a self-administered questionnaire distributed to managers in both public and private training institutions in Uganda. The final sample comprised 488 respondents. Data was collected in 2012 over a period of four months. The returned questionnaires were subjected to several statistical analyses. The validity of the measuring instrument was ascertained using exploratory factor analysis. The Cronbach’s alpha values for reliability were calculated for each of the factors identified during the exploratory factor analysis. In this study, correlation and exploratory factor analysis, the KMO measure of sample adequacy and Bartlett’s test of sphericity and regressions were the main statistical procedures used to test the appropriateness of data, correlation and significance of the relationships hypothesised between the various independent and dependent variables. The study identified nine independent variables as significantly impacting the performance (dependent variable) of training institutions in Uganda. Three statistical significant relationships were found between the individual factors: knowledge acquisition, role identity, employee empowerment and performance of training institutions in Uganda. Four statistical significant relationships were found between the institutional factors: strategic intent, management capabilities, organisational resources, organisational culture and performance of training institutions in Uganda. Two statistical significant relationships were found between the external factors: political/legal, stakeholders and performance of training institutions in Uganda. The study also found five statistically insignificant variables. It was found that managers in training institutions in Uganda should encourage employees to assess their own performance. Managers should formulate a policy on transparency and practice open communication using the right communication channels. Training institutions in Uganda should consider having organic and flatter organisational structures with a wider span of control. Managers should regard economic variables such as inflation rates and tax obligations when planning and drawing up budgets as this will impact their profitability. There is a need in Uganda to collaborate with and forge close relationships with international training institutions and global partners to become more globally competitive. The study has provided general guidelines at individual level how to best utilize employees to improve performance of training institutions in Uganda. Furthermore, general operational guidelines at institutional level for improving performance of training institutions have been given for such institutions to become and remain competitive in the global market place. The study has also highlighted general guidelines regarding managing external environmental factors to assist in improving performance of training institutions in Uganda.
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Smouse, Mongezi Raymond. "Experiences of managers at supervising work integrated learning students in selected financial services organisation in the Western Cape, South Africa." Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2784.
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Thesis (MTech (Business Administration)--Cape Peninsula University of Technology, 2018.In South Africa the government, industry and communities have placed pressure on Higher Education Institutions to deal with general skills shortage: whilst they prepare students to meet requirements and standards which industry expects. Universities of Technology are empowering students with theory, combining it with practical experience to generate graduates that are ready to meet industry’s demands and professional expectations. However, it has not proved easy to place students.The researcher has attempted to establish from companies the reasons the challenges and barriers posed during the Work Integrated Learning process. Work-Integrated Learning is important in bridging the gap between graduate attributes and industry expectations and the significant role that it plays in bridging the gap between graduate attributes and industry expectations. The workplace is a source of learning for students.The feedback from industry supervisors should be seen as an integral part of assessing students’ readiness for the world of work. The purpose of this research is to ascertain how managers deal with students during the Work-Integrated Learning period.The results of the study create foundation for future developments and research. It will also inform the development of an effective and innovative Work-Integrated Learning curriculum that is more supportive academically, and that encourages professional excellence and produces work-ready graduates. A qualitative research method was used in the study. Fifteen financial services managers from different companies were individually interviewed. Ethical approval for the study was sought and obtained. The results demonstrated that the managers experienced mixed feelings regarding their experience when supervising students in their respective companies. A closer examination of the managers’ responses, however, revealed that they had high expectations of students that participated in WIL, coupled with the quality of training provided by the Higher Education Institutions. These expectations include the following: effective time management, especially when reporting for work; regular attendance and team work, good and effective communication between company and the hosting university; and for WIL students to work independently, were all regarded as important.Although some managers had positive experiences of supervising students, there were those that expressed concerns about students’ levels of work readiness, as some indicated that students lacked self-confidence, while others raised concerns about students’ attitudes and lack of work ethics. It is recommended that the WIL programme should include activities that will enhance students’ confidence, independence and work-effectiveness. A collaborative effort should be made between various stakeholders that are involved in WIL: The need to give feedback to students on a full range of skills and competencies in the workplace, has not been extensively studied; hence an attempt by the researcher to establish some of the industry managers’ experiences in this regard.
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Davoli, Mario. "Cellular phone network service prototyping direct manipulation 3D virtual environment for design, training, marketing and documentation /." Swinburne Research Bank, 2001. http://hdl.handle.net/1959.3/22429.
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Thesis (PhD) - Swinburne University of Technology, 2001.Submitted for the degree of Doctor of Philosophy, Swinburne University of Technology - 2001. Typescript. Includes bibliographical references (p. 120-128).
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Wethereld, Anthony. "Does the computer helpdesk vocational training course change attitude about customer service?" Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1288.
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The purpose of this research was to determine whether The Computer Helpdesk vocational computing course, in conjunction with The Virtual Workplace simulation computer program, changed attitude about customer service. Thirty-seven adult female students at Fujairah Women's College of the Higher Colleges of Technology in the United Arab Emirates took part in the study. To assess possible attitude change, a combination of observation, interview and survey techniques were used. The Likert scale customer service attitude survey, which measured beliefs and perceptions about customer service, fanned the primary data gathering instrument. Qualitative and quantitative data were triangulated, and quantitative results were analysed using MANOVA. Results suggest strongly that the combination of the Computer Helpdesk course and the Virtual Workplace simulation program generally did not change attitude about customer service, however some degree or amount of attitude change in some subjects was detected.
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Kamp, Annelies, and Annelies kamp@deakin edu au. "A study of the Geelong Local Learning and Employment Network." Deakin University. School of Education, 2006. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20070329.145032.
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In common with many Western nations, Australian governments, both state and federal, have increasingly embraced network-based approaches in responding to the effects of globalisation. Since 2001, thirty one Local Learning and Employment Networks (LLEN) have been established across all areas of Victoria, Australia in line with recommendations of a Ministerial Review into Post Compulsory Education and Training Pathways. That review reported that, in the globalised context, youth in transition from schooling to independence faced persistent and severe difficulties unknown to previous generations; it also found problems were frequently concentrated in particular groups and regions. LLEN bring together the expertise and experience of local education providers, industry, community organisations, individuals and government organisations. As a result of their local decisions, collaboration and community building efforts it is intended that opportunities for young people will be enhanced.
My research was conducted within an Australian Research Council Linkage Project awarded to Deakin University Faculty of Education in partnership with the Smart Geelong Region LLEN (SGR LLEN). The Linkage Project included two separate research components one of which forms my thesis: a case study of SGR LLEN. My data was generated through participant observation in SGR LLEN throughout 2004 and 2005 and through interviews, reflective writing and archival review. In undertaking my analysis and presenting my thesis I have chosen to weave a series of panels whose orientation is poststructural. This approach was based in my acceptance that all knowledge is partial and fragmentary and, accordingly, researchers need to find ways that highlight the intersections in and indeterminacy of their empirical data. The LLEN is -by its nature as a network -more than the contractual entity that gains funding from government, acts as the administrative core and occupies the LLEN office. As such I have woven firstly the formation and operational structure of the bounded entity that is SGR LLEN before weaving a series of six images that portray the unbounded LLEN as an instance-in-action. The thesis draws its theoretical inspiration from the work of Deleuze and Guattari (1987).
Despite increased use of notions of networks, local decision-making and community building by governments there had been little empirical research that explored stakeholder understandings of networks and their role in community building as well as a lack of theorisation of how networks actually work. My research addresses this lack and suggests an instituted network can function as a learning community capable of fostering systemic change in the post compulsory education training and employment sector and thereby contributing to better opportunities for young people. However the full potential of the policy is undermined by the reluctance of governments to follow through on the implications of their policies and, in particular, to confront the limiting effects of performativity at all levels.
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Williams, Kim Marianne. "An investigation of the professional development practices of vocational education and training educators in the tourism and hospitality sector." full-text, 2008. http://eprints.vu.edu.au/2024/1/williams.pdf.
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This study investigated the practice of professional development (PD) within the Vocational Education and Training (VET) arena. The major focus of this study was to investigate how PD provision for a selected group of VET educators in the tourism and hospitality sector has equipped them with both the technical competence of their discipline and teacher/training competence. This research has direct practical relevance to the educators working in the VET tourism and hospitality sector. Identifying PD strategies that are consistent and effective could facilitate the development of PD at a national level thus providing benefit to the VET sector as a whole. The study was conducted utilising the qualitative research technique narrative inquiry. The investigation focused on a case study context of educators currently working within a department of tourism and hospitality at a VET registered training organisation. Interviews were conducted with 10 front-line teaching educators and 4 management Heads of Department. Interviews were transcribed and portrait narratives were developed from the interview data. The portraits were analysed to answer the study’s five objectives: • To gain the perceptions held by a selected group of VET educators in the tourism and hospitality sector of the technical competence needed to conduct effective teaching/training programs • To gain the perceptions held by a selected group of VET educators in the tourism and hospitality sector of the professional teaching/training competencies required for effective practice • To construct a detailed taxonomy of teaching/training competencies in VET tourism and hospitality sector • To determine the appropriate qualification for VET educators in the tourism and hospitality sector • To propose specific recommendations for the improvement of PD practices for VET educators in the tourism and hospitality sector. Results of the study indicated that educators and management are required to consider specific issues when designing PD. A set of recommendations arising from the research findings have been developed that focus on enhancing the PD for tourism and hospitality educators particularly in the following areas: • Increased relevance of the PD to the educators’ work • Development of a culture that supports lifelong learning • More transparent PD funding and budgetary arrangements • Access to PD for ongoing and sessional staff • Increased emphasis on professional learning arising from PD.
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Ngure, Susan W. "Stakeholders' perceptions of technical, vocational education and training : the case of Kenyan micro and small enterprises in the motor vehicle service and repair industry." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/597.
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Technical, vocational education and training (TVET) in Kenya has undergone major changes since colonialists introduced it at the beginning of the twentieth century. Since then, TVET has evolved in the areas of science, technology and innovation to provide skills that will propel the country to middle-level industrialised status by the year 2030. However, current training and development (T&D) processes in Kenya have been criticised for being rigid and irrelevant to industry, creating a mismatch of skills produced by the training institutions and those demanded by the industry; it is upon this criticism that this research is built. The focus of this thesis is to analyse key stakeholders‘ perceptions of TVET in the micro and small enterprises (MSE) in the motor vehicle service and repair industry (MVRSI). In Kenya vocational education and training (VET) is referred to as technical, vocational education and training—TVET.
In this thesis a practical T&D framework is developed for use to analyse the stakeholders‘ perceptions. A generic organisational T&D model was examined as was the literature dealing with TVET sub-systems in Kenya and elsewhere. The organisational T&D model was then expanded to include relevant training areas and activities. Data were collected in two cities and four roadside towns. Interviews were held with 19 micro and small enterprises (MSE) employers and 57 of their employees, eight TVET trainers and four senior education officers. Four focus group discussions with final year trainees were held, and observations were made at the MSE and the training institutions. Content analysis was used to analyse data.
Findings obtained indicated that TVET plays a vital role in furnishing its learners with skills that are required in the MVRSI. However, while the T&D program has very well crafted training objectives, it is beset by numerous challenges. The program has restricted methods of data gathering resulting in a system that has neither been able to compile an industrial skills inventory nor a skills-gap analysis that would inform training providers. Most training institutions are located in urban centres, curriculum implementation is generally theoretical, trainers are inadequately prepared and receive low salaries, training suffers from multiple and uncoordinated management, and the trainees view it as a last training option. In addition, examination results, enrolment and practical tests were identified as the primary methods used for monitoring and evaluation. Informal training providers lacked training implementation, monitoring and evaluation structures. Transfer of skills from training institutions to the workplace is inhibited by insufficient supervisor support, poor working conditions and inadequate tools and equipment.
The T&D framework that was developed was found to be useful on several fronts. Firstly, the views of multiple stakeholders present diverse perspectives that provide unique and comprehensive insights into how different segments of society measure the same training. Secondly, methodological contributions have been made in terms of the research design, which used multiple data collection methods. Thirdly, the T&D framework was developed and then used to analyse the perceptions of the stakeholders, thereby answering the research questions. Since this framework was found to be sufficient for analysing the stakeholders‘ perceptions, it was found to be appropriate for designing a more responsive T&D program for the MVRSI. In addition, this study has made several practical implications.
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Modell, Sandy. "The impact of continuing education modules on the moral obligations and responsibilities of financial advisors." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4985.
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Increased life expectancies and a significant reduction in the number of corporate pension plans nationwide have made the prospects of retirement a challenge for many of us. The burden of funding retirement will move from the corporation or government to the individual. Those individuals with limited financial experience will most likely need the guidance of a financial advisor. Can we trust and rely upon them? Following the 2004 late trading scandal and the 2008 financial meltdown, the Financial Industry Regulatory Authority ("FINRA") implemented Continuing Education requirements at the advisor level. The intent was to improve the quality and integrity of advisors' interaction with clients. I have interviewed forty-one advisors at four separate financial services firms to examine the impact of this training on the moral obligations and responsibilities of financial advisors.ID: 030423126; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.A.)--University of Central Florida, 2011.; Includes bibliographical references (p. 81-83).
M.A.
Masters
Graduate Studies
Interdisciplinary Studies
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Williams, Kim Marianne. "An investigation of the professional development practices of vocational education and training educators in the tourism and hospitality sector." Thesis, full-text, 2008. https://vuir.vu.edu.au/2024/.
Full textAbstract:
This study investigated the practice of professional development (PD) within the Vocational Education and Training (VET) arena. The major focus of this study was
to investigate how PD provision for a selected group of VET educators in the tourism and hospitality sector has equipped them with both the technical competence of their discipline and teacher/training competence.
This research has direct practical relevance to the educators working in the VET tourism and hospitality sector. Identifying PD strategies that are consistent and
effective could facilitate the development of PD at a national level thus providing benefit to the VET sector as a whole.
The study was conducted utilising the qualitative research technique narrative inquiry. The investigation focused on a case study context of educators currently working within a department of tourism and hospitality at a VET registered training organisation. Interviews were conducted with 10 front-line teaching educators and 4 management Heads of Department. Interviews were transcribed and portrait
narratives were developed from the interview data.
The portraits were analysed to answer the study’s five objectives:
• To gain the perceptions held by a selected group of VET educators in the tourism and hospitality sector of the technical competence needed to conduct effective teaching/training programs
• To gain the perceptions held by a selected group of VET educators in the tourism and hospitality sector of the professional teaching/training competencies required for effective practice
• To construct a detailed taxonomy of teaching/training competencies in VET tourism and hospitality sector
• To determine the appropriate qualification for VET educators in the tourism and hospitality sector
• To propose specific recommendations for the improvement of PD practices for VET educators in the tourism and hospitality sector.
Results of the study indicated that educators and management are required to consider specific issues when designing PD. A set of recommendations arising from the research findings have been developed that focus on enhancing the PD for tourism and hospitality educators particularly in the following areas:
• Increased relevance of the PD to the educators’ work
• Development of a culture that supports lifelong learning
• More transparent PD funding and budgetary arrangements
• Access to PD for ongoing and sessional staff
• Increased emphasis on professional learning arising from PD.
13
Tikhonravova, Katia. "Evaluation of The Relationally Based “Calm-Driven” Service Training for the Automotive Industry, Based on The New World Kirkpatrick Model." Diss., NSUWorks, 2018. https://nsuworks.nova.edu/shss_dft_etd/31.
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This study evaluated the effectiveness of the relationally based “Calm-Driven” Service (CDS) training program from the New World Kirkpatrick model perspective. The CDS training program is designed to help automotive professionals in sales and service to relate to their customers by (a) thinking in a different way about human relationships, and (b) realizing their own role in relationships and behavior. The CDS training program is based on the relational systems theory concepts of relational triangles, chronic anxiety, and differentiation of self from the Bowen Family Systems Theory.
The results suggest that the participants had a positive reaction to the training program. Specifically they found the training favorable, relevant to their professional needs, engaging, comprehendible, and capable of creating change in educational experience through time (level 1: reaction). They gained the intended knowledge, skills, attitude, confidence, and commitment to apply newly gained knowledge on the job (level 2: learning). Participants’ behavior changed in their ability to relate to their customers by being (a) able to think in defined ways, and (b) realize their own role in relationships and behavior. Notably, newly learned behaviors were maintained two months after the training program was complete due to a successful monitoring, reinforcing, encouraging, and rewarding system (level 3: behavior). The improvement of the associates’ relational skills indicates that the training helped the organization to move on track to their overall goal, which is to help the stakeholders to become the number one volume dealer (level 4: results).
Evaluation results demonstrate that relational training based on the Bowen Family Systems Theory could be successfully implemented and show positive results for the organization and their associates. Therefore, it is recommended that marriage and family therapists, as specialists in relational systems thinking, would focus future research on development, application, and evaluation of relationally based trainings.
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Murray, Nicole Anne. "Who gets their hands 'dirty' in the knowledge society? Training for the skilled trades in New Zealand." Lincoln University, 2004. http://hdl.handle.net/10182/1714.
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The vision of New Zealand as a 'knowledge society' is a mantra that has opened the twenty-first century. Underpinning any 'knowledge society', however; are people who turn resources into concrete products and who build, maintain and service the technological and social infrastructure essential to society. This thesis examines the skilled trades and, in particular, how people are trained for those trades. Industry training is a crucial component of the wealth-generating capabilities of New Zealand. It is also an essential part of the way that many young people make the transition from school to work and from adolescence to adulthood. The means of training tradespeople has moved over the years from the rigid and prescriptive apprenticeship system, to the more voluntaristic, industry-led 'industry training' strategy, introduced following the Industry Training Act 1992. Regardless of the system used to organise training, however, there have been long-standing problems in New Zealand with achieving the optimum number of skilled workers, possessing the correct 'mix' of skills required. In this research, based upon semi-structured interviews with industry training stakeholders four industry case studies, policy content analysis and an in-depth examination of the Modem Apprenticeships scheme, I ask three key questions. First, what are the things that, as a country, we could or should reasonably expect a 'good' industry training system to contribute to? These may be things like: an adequate supply of appropriately skilled workers, the ability to upskill or reskill these workers as needed, clear transition routes for young people, lifelong learning opportunities, equity goals and foundation skills. Second, I ask how the current system performs against these criteria. The short answer is that the performance is 'patchy'. There are dire skill shortages in many areas. While opportunities for workplace upskilling, reskilling or 'lifelong learning' are available, I argue that they are not yet cemented into a 'training culture'. Workplace-based learning is an important transition route for a small percentage of our young people but the favoured route is some form of tertiary education, which may be an expensive and not necessarily relevant option. Third, I ask why the performance of New Zealand's industry training system is often less than desirable. My argument is that the problems and solutions thereof, of skill formation in New Zealand have been understood largely in terms of the supply-side. That is, we have either critiqued, or looked to reform, whatever system has been in place to train skilled workers. The inadequacy of this approach is evident from weaknesses in the ability of either the prescriptive apprenticeship system or the voluntaristic industry training strategy to deliver an appropriately skilled workforce. Thus, I also examine the demand side of skill formation: the wider influences that impact on employers' training decisions. Training decisions made by individual employers, the aggregation of which represent the level and quality of training for New Zealand as a whole, are influenced by a plethora of factors. At the micro level of the employer or firm, I explore barriers to training and some of the constraints to the demand for skills. I then examine broader influences, such as the changing shape of the workforce, labour market regulation and wider economic factors, all of which impact on training levels.
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Seager, Beverley. "Work-integrated learning assessment methods for hospitality students at a university of technology in the Western Cape, South Africa." Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2745.
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Thesis (MTech (Tourism and Hospitality Management) --Cape Peninsula University of Technology, 2018.A key focus of higher education institutions is to produce employable graduates. Many institutions now include a work-integrated learning (WIL) component in their courses, as research has shown that students exposed to WIL have a greater opportunity of finding employment after graduation. WIL has formed an integral part of the hospitality management qualifications offered by the Cape Town Hotel School (CTHS) for many years. From January 2019, the current hospitality management qualification is being replaced with a new qualification, the Diploma in Hospitality and Hotel Management (Dip.H&HM), in alignment with the new Higher Education Qualifications Sub-Framework (HEQSF). The WIL component will remain in the new qualification under a new name, Hotel Practice, and it is necessary that the learning outcomes of the WIL subject are aligned with the day-to-day work of the WIL placement. Furthermore, it is crucial that the WIL component is assessed adequately to meet the learning outcomes of both the subject and the qualification as a whole. There has been some concern that students exposed to WIL for the qualification as presently offered are not being adequately assessed in terms of the learning outcomes of the courses they are taking. The aim of this study is therefore to investigate the assessment procedures for CTHS students recently on WIL placements, and from the results, determine the most appropriate assessment tools and procedures for the assessment of the new qualification, in order to meet the learning outcomes of the subject, Hotel Practice. The population for this study were the CTHS students registered for the WIL subject in 2017, as well as the hospitality establishments in the Western Cape that accepted the CTHS students for their WIL placements. Because the population of students was small, the sample group was the whole population. The sampling technique used for selection of hospitality establishments depended on which establishments that accepted students for WIL placements in 2017. The data was collected via an online survey and all responses were anonymous. The findings showed that only half of the student sample felt that they were assessed adequately, and that a new assessment process to encourage formative assessment feedback is required. A revised assessment form would encourage the monitoring of the learning outcomes for the WIL subject. The study therefore recommends the implementation of a new assessment form for the Dip. H&HM.
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Hermanson, Christina Magdalena. "The evaluation of the outcome of a thinking skills programme for middle management in a financial services industry organisation." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50150.
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Thesis (PhD)--University of Stellenbosch, 2004.ENGLISH ABSTRACT: The globalisation of business is probably the most important topic of discussion in business around the world. Globalisation impacts on business processes, and changes in the processes of economic and political liberalisation signify a radical shift in thinking about how the world works and how it should be organised. The process of change consequently means having to deal with increasing complexity. It is the complexity of change that prompts the urgency to improve the thinking of management in an organisation. As adult learners, managers need different competencies to operate; in addition their thinking skills need to be developed, as they are the key drivers in an organisation going through transformation. In a needs' assessment in a financial services organisation operating in the global environment, a need for training of middle managers to help them improve their thinking skills in order to become more effective thinkers was determined. The need to train adults to develop cognitive skills prompted a specific thinking skills intervention and the facilitation thereof. A Thinking Skills Programme aimed at teaching thinking dispositions and thinking skills was implemented as a programme to teach the managers to become effective thinkers. The study was approached from a programme evaluative perspective. The purpose of the programme was an improvement-orientated evaluation and was designed to evaluate the outcomes of the programme. Qualitative data was collected through a pre- assessment and postassessment process. Open-ended questionnaires as well as other qualitative methods were used in the assessment to capture the data. The data analysis was done through content analysis. In the process of determining the patterns and processes in the preassessment, observations, semi-structured interviews, field notes and post-assessment, the researcher looked for themes or interconnections that emerged in the units, sub-categories and categories. The sub-categories that emerged were derived from the frequency of appearance in the answers of the participants in the questionnaires. The post-assessment feedback categories indicated that a shift in effective thinking had taken place in the participants. The most significant difference in their thinking was the awareness of their thinking. They reflected on their thinking while solving problems, which is evidence of effective thinking. They used the thinking tools to help them solve problems. The intervention influenced the participants to be more creative in solving problems, which was not evident in the pre-assessment. The evaluation of the outcome of the programme through the application of a Thinking Skills Programme was successful. This was demonstrated by the fact that in the measurement of the outcome of the programme it was evident that the middle managers had become more aware of their thinking and that they applied the thinking dispositions and thinking tools in their daily managerial activities. They had become more effective thinkers.
AFRIKAANSE OPSOMMING: Die globalisering van die sakewêreld is waarskynlik die belangrikste besprekingspunt in dié sektor regoor die wêreld. Globalisering het 'n impak op sakeprosesse, en veranderings in die prosesse van ekonomiese en politieke liberalisering dui op 'n radikale verandering in denke oor hoe die wêreld werk en hoe dit georganiseer behoort te word. Die proses van verandering dui gevolglik daarop dat daar rekening gehou moet word met toenemende kompleksiteit. Dit is die kompleksiteit van verandering wat aanleiding gee tot die belangrikheid daarvan om die denkvaardighede van die bestuur in 'n organisasie te verbeter. As volwasse leerders benodig bestuurders verskillende vaardighede om hulle taak te verrig, en hulle denkvaardighede moet ontwikkel word aangesien hulle die dryfkrag is van 'n organisasie wat transformasie ondergaan. In 'n behoeftebepaling in 'n finansiële dienste organisasie wat op die wêreldmark meeding, is die behoefte geïdentifiseer aan opleiding vir middelvlak bestuurders om hulle denkvaardighede te help verbeter, ten einde van hulle meer effektiewe denkers te maak. Die behoefte om volwassenes op te lei in die ontwikkeling van kognitiewe vaardighede het aanleiding gegee tot In spesifieke denkvaardigheidsintervensie en die fasilitering daarvan. 'n Denkvaardigheidsprogram gemik op die onderrig van denkdisposisies en -vaardighede is as 'n program ingestelom bestuurders op te lei om effektiewe denkers te word. Die studie is benader vanuit 'n programevaluasie-perspektief. Die doel van die program was 'n verbeteringsgeoriënteerde evaluasie en dit is ontwerp om die uitkomstes van die program te evalueer. Kwalitatiewe data is versamel deur middel van 'n pre- en postassesseringsproses. Oopeindevraelyste asook ander kwalitatiewe metodes is in die assessering gebruik om data te versamel. Die data-analise is gedoen deur inhoudsanalise. Vir die bepaling van die patrone en prosesse in die pre-assessering, is observasies, semigestruktureerde onderhoude en veldaantekeninge gebruik. Vir die postassessering het die navorser gesoek na temas of interkonneksies wat na vore gekom het in die eenhede, subkategorieë en kategorieë. Die subkategorieë wat na vore gekom het, is geïdentifiseer op grond van die frekwensie van voorkoms in die antwoorde van die deelnemers wat die vraelyste voltooi het. Die terugvoeringskategorieë in die postassessering het aangetoon dat 'n verandering in effektiewe denke by die deelnemers plaasgevind het. Die mees beduidende verandering in hulle denke was die bewustheid van hulle denke. Deelnemers het gereflekteer op hulle denke tydens probleemoplossing, wat as bewys dien van effektiewe denke. Hulle het die denkinstrumente gebruik om hulle te help om probleme op te los. Die intervensie het tot gevolg gehad dat die deelnemers meer kreatief tydens probleemoplossing was, wat nie tydens die pre-assessering geblyk het nie. Die evaluering van die uitkoms van die program deur die toepassing van 'n Denkvaardigheidsprogram was suksesvol. Dit is gedemonstreer deur die feit dat in die meting van die uitkoms van die program dit duidelik geblyk het dat die middelvlak bestuurders meer bewus geraak het van hulle denke en dat hulle die denkdisposisies en denkinstrumente in hulle daaglikse bestuursaktiwiteite toegepas het. Hulle het meer effektiewe denkers geword.
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van, Niekerk Johan. "An industry-responsive model of professional practice for industrial design : a work-integrated learning case study at a local University of Technology." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2395.
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Thesis (MTech (Design))--Cape Peninsula University of Technology, 2016.Economic recession and job scarcity has led to a decline in the demand for design services. Graduates in all fields are faced with the risk of unemployment beyond graduation, with youth unemployment rates in South Africa and globally at alarming levels. The evolving social and economic challenges of our times place increasing pressure on the responsibility of higher education institutions to design learning experiences that adequately prepare graduates for the world of work, whether in employment or in entrepreneurial self-employment. However, there is a significant gap between universities’ supply and industry’s demand for graduates with the desired attributes, which research shows include not only subject-specific knowledge and skills, but particularly ‘soft skills’ that make an employee effective at work. The paradox of students graduating without professional experience can be overcome through approaches such as work-integrated learning, which embed the lessons of professional practice into design education curricula. This research project examines a case study of work-integrated learning at a South African university of technology in order to develop an industry-responsive model of professional practice in Industrial Design education. The case examined is the “R5K project”, a year-long group project in BTech Industrial Design in which students are challenged – simulating the world of work - to design, develop, manufacture, market and sell a product, and earn at least ZAR 5 000. This research set out to assess the extent to which the project effectively prepared students for work.
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Mosholi, Thandeka Judith. "The impact of the introduction of the new FET system at colleges in the Free State with special reference to Motheo FET College." Thesis, Bloemfontein : Central University of Technology, Free State, 2006. http://hdl.handle.net/11462/65.
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Thesis (M. Tech.) - Central University of Technology, Free State, 2006This study provides an analysis of the impact of the introduction of the FET system at Colleges in the Free State, with reference to Motheo FET College. The aim of the research was to explore the perceptions of Motheo FET staff on the implementation of the FET system. It is believed that these perceptions have far-reaching implications on aspirations of the stakeholders with regard to the implementation and success of the FET system at Motheo FET College. The literature has revealed that legislation, namely, the FET Act 98 of 1998, the SAQA Act 58 of 1995 and the Skills Development Act 97 of 1998, form an indispensable past of the FET sector and also provide all stakeholders with a frame of reference and guidelines to manage the new FET system for Motheo FET College effectively and efficiently. The study also has revealed that success in the FET sector will be achieved by closing the gap between “education and training” and also ”theory and practice”. Removal of the fragmentations in education through a co-ordinated, flexible and high-quality FET system will result in employability and employment opportunities for FET learners. It has become clear that the above objective may be best achieved by strengthening co-operation between the Department of Education and the Department of Labour, in which case a new system of learnership should be identified as a mechanism to enhance collaboration between the aforementioned departments. A literature study, interviews, observations and site analysis were used as data collection methods. Four major themes were formulated from the analysis of data, namely, transformation of the FET sector, ensuring equity in all respects regarding FET matters and ensuring equality in all aspects within the FET sector. The important findings were discussed at length and thereafter, the summary, discussions, conclusions and recommendations were drawn from the findings.
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Cain, Rashida. "A case study of the high student failure and dropout rates at FET college." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1020998.
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The aim of this case study was to investigate the key factors contributing to the high failure and high dropout rates at a FET College. The FET College selected for the purpose of this study is situated in a city in the Eastern Cape. The Minister of Labour declared in 2006 that FET Colleges in South Africa have a central role to play in assisting youth in gaining skills, in order to realise the South African Government’s goal of halving poverty and unemployment by 2014. The South African Government spent R1.9 million on the recapitalisation of colleges in 2005 to improve the FET Sector. According to the Green Paper (DHET, 2012), the FET College sector is weak and the throughput rate of the 2007 NC (V) cohort nationally was 4 percent and the dropout rate between 13 percent and 25 percent. The average pass rate for the successful completion of NC (V) students at FET Colleges in the Eastern Cape was 12 percent for 2007. The research design selected for this study was an explanatory intrinsic case study of a qualitative nature, with the aim to provide a comprehensive depiction of the case. Data was gathered from various sources and at different stages at the particular college campus. Questionnaires, semi-structured interviews and document interrogations were employed to gather descriptive qualitative data. Demographic information on the students who had dropped out assisted in the profiling of students at risk of dropping out of college. The findings derived from the data showed that multiple factors caused the high student dropout and failure rates, prominent among which was a lack of finances, impacting on accommodation and transport, which in turn impacted on student attendance. A lack of motivation and commitment from students seemed to further contribute to the high student failure and dropout rates. In addition, the students’ perceptions and expectations of the FET College, the barriers to academic success and views about support services were explored. Finally, the present circumstances and plans of students who had dropped out were investigated.
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Murray, Nicky. "A history of apprenticeship in New Zealand." Lincoln University, 2001. http://hdl.handle.net/10182/1599.
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This Master's thesis is a history of apprenticeship in New Zealand. Apprenticeship has traditionally been the main route for entry into the skilled trades. At one level apprenticeship is a way of training people to do a particular job. The apprentice acquires, in a variety of formal and informal ways, the skills necessary to carry out their trade. The skills involved with each trade, tied inextricably to the technology that is used, are seen as the 'property' of the tradesperson. Learning the technical aspects of the job, however, is only a part of what goes on during an apprenticeship. The apprentice is also socialised into the customs and practices of the trade, learning implicitly and explicitly the hierarchies within the workplace, and gaining an appreciation of the status of his or her trade. Apprenticeship must also be viewed in the wider context of the relationship between labour and capital. The use of apprenticeship as an exclusionary device has implications for both worker and employer. Definitions of skill, and the ways in which technological advances are negotiated, are both dependent on the social setting of the workplace, which is mediated by social arrangements such as apprenticeship. This thesis thus traces the development of apprenticeship policies over the years, and examines within a theoretical context the debate surrounding those policies. Several themes emerge including the inadequacy of the market to deliver sustained training, the tension between educators and employers, and the importance of a tripartite accord to support efficient and equitable training. Apprenticeship has proved to be a remarkably resilient system in New Zealand. This thesis identifies factors that have challenged this resilience, such as changes in work practices and technology, and the historically small wage differentials between skilled and unskilled work. It also identifies the characteristics that have encouraged the retention of apprenticeship, such as the small-scale nature of industry in New Zealand, and the latter's distinctive industrial relations system. It is argued that benefits to both employer and worker, and the strength of the socialisation process embodied in apprenticeship, will ensure that some form of apprenticeship remains a favoured means of training young people for many of the skilled trades.
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Holenstein, Hildegard. "A climate for change : education, training and the community psychiatric nurse." Thesis, Manchester Metropolitan University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.292257.
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Hendrickson, Julie. "Internet-based training used as a training method in hospitality organizations." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998hendricksonj.pdf.
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Tumwine, Immaculate Nabifo-Wamimbi. "Structured management training in the U.K. and Ugandan civil services." Thesis, Sheffield Hallam University, 1992. http://shura.shu.ac.uk/3111/.
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The aim of the research was to discover strategies for increasing the responsiveness of civil service management training in Uganda in light of the U. K. experience in civil service management training between 1979 and 1991. While the literature has tended to advance theory on management development and training, and to outline characteristics of good management training programmes, there is need to relate the theory much more to the type of organisation. Using Case Study method, the study investigated the development of management training in six U. K. and Ugandan Civil Service organisations, with a view to testing the conjecture that the existence of structured management training in a civil service organisation is evidence that there has been a trigger for change to which top management has responded by instituting a radical change programme, one that involves transformation of policies, structures, processes, products etc.; and an indication that there has been a fundamental change in the way top management perceive the role of management training. Fieldwork findings led to the construction of a new model for understanding the development of structured management training in a civil service organisation. This states that, for structured management training to develop, there must be a trigger for change, perceived as a crisis that requires a significant top management response in the form of a radical transformation of the organisation; the definition of the response to the trigger in management terms by top, rather by senior or middle managers; top management commitment to the implementation of the change; a clear organisational vision, held by the top, shared by key groups, and which incorporates a management development strategy that involves setting up Supporting mechanisms and deliberately developing features of structured management training; sufficient autonomy; financial resources and resources of expertise. Recommendations for the U.K. relate to fostering the ongoing development of mechanisms, while those for Uganda focus on the need to implement the radical change programmes-that have already been proposed as a result of the recent Public Service Review.
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Nadim, Wafaa. "Industrialising the construction industry : a collaborative training and education model." Thesis, University of Salford, 2009. http://usir.salford.ac.uk/26831/.
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The United Kingdom (UK) construction industry has long been the centre of criticism and debate for its relative poor performance and high turnover. In this respect, the UK Government embarked on reviving Offsite Production (OSP) in an attempt to negate these issues, whilst simultaneously reducing the dependence on manual skills. However, extant literature highlights that professional (non-manual) skill shortages are just as acute. Notwithstanding these factors, from a training and education perspective, it is widely acknowledged that the myriad of approaches currently deployed to address professional education and training needs have systematically failed to fully satisfy industry's expectations. This is due in part to the lack of a 'common language' between the construction industry and the training/education providers. Given that OSP training and education is a predominant driver for the successful and wider uptake of OSP, there is no direct empirical evidence on the type, level, or priorities of OSP training and education required to meet the new exigent business drivers. This research focuses on addressing the polarised silos that currently exist between industry and training/education providers through the provision of a flexible collaborative model. This model embodies multi-criteria and multistakeholder perceptions and imperatives in order to help provide a 'shared' language and understanding across these multivariate issues to formally identify and prioritise OSP training and education needs. This research adopted a system approach to OSP training and education using the Quality Function Deployment (QFD) method to develop an OSP-QFD model. The positioning of this research adopts the positivism paradigm to infer OSP skills requirements, underpinned and supported by a triangulation approach to define the measures to satisfy those needs and help increase the validity and reliability of the data obtained. The model was iteratively tested and validated using domain experts from industry, academia and research organisations. Research findings confirmed the scepticism and misconception of the construction industry and academia with regard to OSP and industryacademia collaboration. However, the developed OSP-QFD model demonstrated that it could be used to shape, structure, and document the skills needed from multivariate viewpoints, thereby addressing the different drivers and expectations of the polarised stakeholders. Furthermore, the OSP-QFD model accommodates design flexibility, so that individual priorities can be independently assessed and analysed.
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Patiar, Shyam Sunder. "Vocational education and training in the hospitality and catering industry." Thesis, University of Liverpool, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440769.
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Hastie, Louise. "Training in a highly regulated industry : an examination of a certified nuclear power operator training programme in Ontario, Canada." Thesis, University of Glasgow, 2019. http://theses.gla.ac.uk/41035/.
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An examination of the trainee experience in a competency based training programme. In a high-risk industry, having highly trained personnel is taken very seriously. This four year training programme produces highly qualified and skilled individuals and this research examined the experience of progressing through the training programme through the trainees' lens. Learnings include two consistent elements contribute to a negative trainee experience: Evaluation Methods that produced a tension between memorisation and learning and Trainer Practices that lacked student-centred, research informed methods that would likely improve the trainee success rate as well as the overall trainee experience.
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Higgins, Susan Ellen. "Youth Services in an Electronic Environment." University of Wellington Press, 2001. http://hdl.handle.net/10150/105817.
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Al-Tai, Zaid S. "A model for guidance and counselling services in Salahaddin University, Iraq." Thesis, Cardiff University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.257165.
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Egbu, Charles Odita. "Management education and training for refurbishment work within the construction industry." Thesis, University of Salford, 1994. http://usir.salford.ac.uk/14743/.
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The study is concerned with the management of refurbishment work within the UK construction industry, from a contractors' perspective. It investigates the main difficulties and problems which managers face in refurbishment work, together with the management skills and knowledge which they need and bring to their work. Management education and training needs of the organisation is also considered. The methodology is a combination of both semi-structured interviews and a postal questionnaire. A total of 142 completed questionnaires from senior, middle and junior managers of 32 large refurbishment (general and specialist) organisations, formed the data base for the quantitative analysis. The quantitative data was augmented by qualitative information derived from semi-structured interviews with 32 training officers and 22 refurbishment managers. Analysis of both quantitative and qualitative data determined the relative degree of difficulty associated with managing refurbishment tasks, and the qualities and attributes associated with successful management of refurbishment projects. It also allowed for the evaluation of management education and training provisions within refurbishment, together with education and training backgrounds of managers. Course duration, location and factors affecting their selection and attendance also received consideration. The major characteristics and difficulties associated with managing refurbishment works have been established. Results of the study show that refurbishment work is complex, highly specialised and contains elements of work which are unique to the refurbishment sector. The educational background of refurbishment managers indicates that majority of refurbishment managers have a trades background, coming through the ranks mainly as joiners and bricklayers. A skills and knowledge inventory for refurbishment management has also been devised. The study also demonstrates that there is little, if any, management courses, inhouse or external, directly geared towards refurbishment. The study recommends that guidelines advocating "how best" to overcome refurbishment problems and difficulties" for different types of refurbishment projects, and refurbishment works across industrial sectors, i.e. defence, hotel and health service sectors, be produced. Similarly, research to establish the core management skills/knowledge associated with successful accomplishment of the various types of refurbishment projects, and refurbishment works across industrial sectors is needed. Further research needs to be conducted on personal qualities and attributes of refurbishment managers who are associated with successful accomplishment of various types of refurbishment projects. Research to establish the extent and degree of involvement of the client, contractor and the rest of the design team, especially refurbishment managers, in carrying out refurbishment work is recommended. Further research to establish management education and training needs of medium and small size refurbishment organisations is suggested. Following the development of a model for postgraduate and continuing professional development (CPD) management education and training programmes, research into "how best" refurbishment management education can be successfully and widely introduced into undergraduate curricular is needed.
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Sinclair, M. "Midwives readiness to use high technology in the labour ward : implications for education and training." Thesis, Queen's University Belfast, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.300999.
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Roche, Damien. "The international marketing of educational services : implications for long-term policy planning." Thesis, University of Strathclyde, 1992. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=23754.
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The dissertation attempts to apply the marketing concept to the provision of educational services. A comprehensive literature review is conducted in the area of services marketing. A strategic marketing model is proposed for the international marketing of educational services. A comparative analysis of overseas student policy in a number of host countries is presented. A number of policy developments and regulatory mechanisms are critically evaluated. It was not possible to conduct a rigorous cost-benefit analysis of overseas students in Ireland*. However, a UK study conducted in 1980 is examined in detail. The problems of measurement, etc. which were encountered are discussed. This will serve as a model for a similar study in Ireland. Various overseas markets are identified as having significant market potential for Ireland. An hypothesised strategic marketing model for educational institutions is developed. This is later revised following its application to the Malaysian market which is held to be generalisable. A research survey is conducted among overseas students and selected third level educational institutions. It is composed of six parts: 1. Postal questionnaire sent to third level institutions in Ireland selected on the basis of the number of overseas (non-EC) students enrolled. 2. Interviews held with key-figures in major third level institutions in Ireland selected on the basis of the number of overseas (non-EC) students enrolled. *Ireland throughout this thesis does not include the six counties of Northern Ireland governed by the United Kingdom. 3. Self-completion questionnaire distributed to a random sample of 5% of overseas students in Ireland weighted by overseas student enrolment in the various institutions. 4. A series of focus interviews with overseas students held at: a) University College Dublin b) University of Dublin, Trinity College c) The Royal College of Surgeons in Ireland. 5. Jury panel of expert opinion - interviews with key figures in the area of education and overseas student policy. 6. A self-completion questionnaire distributed to a random sample of overseas students at the University of Strathclyde. The dissertation makes a number of recommendations for future overseas student policy and finds that lack of a coherent national policy is the major impediment to the development of a considerable overseas student presence in Ireland. Recommendations are proposed regarding; marketing strategy, fee policy, regulatory mechanisms, targeted support schemes, concessionary fee status, the composition and distribution of the overseas student body, orientation programmes, immigration, accommodation, cultural issues, English language provision and student welfare.
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Whitt, Melissa Jayne. "Training peer paraprofessionals in career services: An analysis of current practices." W&M ScholarWorks, 1993. https://scholarworks.wm.edu/etd/1539618889.
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This study examined how closely guidelines proposed by Ender, Schuette, & Neuberger (1984) are being followed for training of career services peer paraprofessionals and how programs have changed since the mid 1980s. Surveys were sent to supervisors and peer paraprofessionals at 161 offices of career services at colleges and universities throughout the United States which were identified by McKenzie and Manoogian-O'Dell (1988) as having active paraprofessional programs.;Research questions were asked regarding (1) training content, (2) evaluation of paraprofessionals, and (3) form of reimbursement for services. It was concluded that proposed guidelines are being implemented with regard to compensation, but are not followed regarding methods of evaluation. Since the mid 1980s, some programs have dissolved due to budget-related issues. However, in existing programs, inclusion of multicultural relations as a training topic has increased.;Further study is needed in the areas of individual and program evaluation, particularly with regard to discrepancies between peer and supervisor perceptions.
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Gomez, Angela Kay. "An analysis of the evaluation practices of employer-sponsored training in the financial services industry." Texas A&M University, 2004. http://hdl.handle.net/1969.1/585.
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Instructional evaluation is essential for assessing the effectiveness of learning events. In today's economy, corporations are under great pressure to reduce expenses, and training budgets often feel the effects. The closure of in-house training programs, combined with the reduction of training budgets, could be seen as evidence of training professionals' inability to prove their worth in terms of organizational benefit. To solidify their value to an organization, training departments must assess the effectiveness of their programs and provide evidence that they are supporting the organization's goals.
The purpose of this study was to determine how employer-sponsored training is evaluated in the financial services industry by firms affiliated with DALBAR, Inc., using Kirkpatrick's four-level evaluation model as a framework. The total population for this study consisted of all financial services organizations providing education and training. The target population was limited to the financial services organizations that subscribe to the services provided by DALBAR, Inc. Affiliation with DALBAR was considered an indicator of interest in raising standards of excellence within the financial services industry. Therefore, DALBAR affiliation was believed to represent organizations whose training personnel had current knowledge of industry practices and thereby would report higher usage of evaluation than the total population of other entities. Data was collected using a modified survey instrument.
Patterns, trends, models and methods of training evaluation among these financial services organizations were examined. Finally, barriers to implementation of training evaluation were identified and explored. Recommendations for practice include increasing training department staff members' knowledge of evaluation theories and techniques, as well striving to make training evaluation a priority for the organization as a whole. Among the recommendations for future research is the execution of a qualitative study to be conducted through in-depth interviews with selected respondents to explore in greater detail the relationships between organizational characteristics and the implementation of higher levels of evaluation.
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Bowers, Okema S. "Adjunct faculty perception of professional development and support services." Thesis, Regent University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3571529.
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The purpose of this descriptive study was to investigate the adjunct faculty's perception of professional development and support services offered and needed at Tidewater Community College, a multicampus community college. This study involved adjunct faculty only. A survey was created and contained 58 survey questions. The majority of these were Likert-like items based on a scale from Strongly Agree, indicating a very important need or value for the adjunct, to Strongly Disagree, indicating a not important at all level of perceived value. In order to determine if other factors influenced the perception of professional development or support services, other questions asked for demographic information, such as education level, age, number of years in the professional field, and discipline/department. Except for education level, each of the independent variables accepted the null hypothesis that there is no statistically significant difference between adjunct faculty perception of institutional supports and the professional development and support services offered in terms of the independent variables. Findings from this study indicated that adjunct faculty perceived that professional development and support services are significant in improving their teaching and important to their role and success. Adjuncts want to better serve students and connect with the institution. Orientation and mentoring are highly regarded and requested to help integrate adjunct faculty into the college. The data indicated that adjunct faculty members want professional development that meets their specific instructional and student-centered needs that is offered during more accommodating times. The current professional development offerings are not well-attended and do not seem to meet the specific needs of this adjunct population. It behooves the administration to further investigate what is currently being done to support adjuncts and to address a means to improve the delivery and execution of all institutional supports. While this study provides useful information related to one community college, it is important that each community college examine closely its personal investment relative to the institutional support it provides to adjunct faculty members.
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Bartlett, Marian. "Education for industry : attitudes and policies affecting the provision of technical education in Britain, 1916-1929." Thesis, University of Oxford, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294218.
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Pacifico, Ellen K. "The Berks County Intermediate Unit's videotaped technology training series for educators of special needs students." Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only. Instructions for remote access, 1985. http://www.kutztown.edu/library/services/remote_access.asp.
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Thesis (M.S.)--Kutztown University of Pennsylvania, 1985.Source: Masters Abstracts International, Volume: 45-06, page: 2809. Typescript. Abstract precedes thesis as preliminary leaves 1-4. Includes bibliographical references (leaves 119-125).
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Johare, Rusnah. "The development of a model for education and training in electronic records management." Thesis, Northumbria University, 2006. http://nrl.northumbria.ac.uk/2868/.
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As the emphasis on accountability in the Electronic Government (EG) environment has increased, the interest in providing the requisite knowledge and skills for the employees and potential employees (i.e. students) to manage electronic records has been heightened. A number of initiatives aimed at providing educational and training opportunities for administrators, archivists, IT personnel and records managers to manage electronic records have been developed. The primary aims of this study are: (a) to analyse the education and training programmes in electronic records management (ERM) for record keepers and develop a model, (b) to examine the needs of record keepers in relation to such knowledge and skills as are required to manage electronic records in the specific context of the EG in Malaysia, and (c) to provide a suitable vocational and professional education and training model for record keepers in Malaysia to acquire and maintain knowledge and skills required for the effective management of electronic records. To achieve the above aims, the research adopted a case study approach that combined both quantitative and qualitative data to answer the various research questions. Quantitative data was gathered from a high level web survey of the national archives and related professional organisations world-wide to identify and examine education and training programmes for record keepers and current international best practice. A questionnaire survey and in-depth interviews were used to investigate and identify the roles and responsibilities of different record keepers in the Malaysian Federal Ministries, explore the context in which the record keepers managed electronic records, and examine their needs for education and training in ERM. Different software packages such as Microsoft Excel, Microsoft Access and NUD.IST (Non-numerical Unstructured Data Indexing Searching and Theorising) were used to analyse the data. This study developed a generic model relating to vocational and professional education and training in ERM. It was based on a review of the various concepts on education and training, as well as concepts underpinning the four pragmatic examples of education and training programmes in ERM developed in Europe and UK. This generic model was used to explore the emergent issues in Malaysia that were related to the need for knowledge and skills in ERM. The model was discussed and tested with the Malaysian record keepers through five focus group discussions. It was found that the generic model matched the situation in Malaysia, even though there were variations in the details due to the varying needs of the Malaysian record keepers within the EG environment and the Malaysian government bureaucracy. The underlying concepts which underpinned the generic model for vocational and professional education and training in ERM developed in this study have been validated within the Malaysian public sector setting. Therefore this generic model must be understood within the specific context of the environment in which the fieldwork was carried out. In order to assess the extent of its universal application, similar projects employing the same methods but conducted in contrasting environments or in other countries have been found to have great value.
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Margolis, Jayne B. "The Muhlenberg College Media Services Department videotaped audio visual equipment training series." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1989. http://www.kutztown.edu/library/services/remote_access.asp.
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Thesis (M.S.)--Kutztown University, 1989.Source: Masters Abstracts International, Volume: 45-06, page: 2807. Abstract precedes title page. Typescript. Includes bibliographical references (leaves 50-51).
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Kwan, Yuen-yuk Rosemary, and 關婉玉. "A study of the programme evaluability of Early Education & Training Centre Services." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31249760.
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Kwan, Yuen-yuk Rosemary. "A study of the programme evaluability of Early Education & Training Centre Services /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13990986.
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Saravani, Sarah-Jane. "Delivering mobile library services : competency implications for vocational education and training library staff." Thesis, Curtin University, 2013. http://hdl.handle.net/20.500.11937/903.
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In a rapidly-changing technology environment, the library professional needs to demonstrate competence in the implementation of mobile technologies and resultant service delivery. The preparedness of vocational education and training sector library staff in Australasia to leverage the potential of mobile technologies has been investigated to determine the factors and relationships that influence technology acceptance. Library staff were keen to master mobile devices, believing competency to be crucial to working effectively in the mobile environment.
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Donald, Emily J., and Adam W. Carter. "Training Practitioners in Counseling to Become Researchers." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4944.
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Master's students have the potential to contribute to the counseling literature in significant ways, reducing the current scientist-practitioner gap in the mental health professions. Participants in this roundtable will have the opportunity to learn and discuss strategies for creating programs that engage master's level counseling trainees in research and are supportive of the development of scientist-practitioners in counseling.
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Photinopoulou, K. "Technology and technical education : A case study in the Greek textile industry." Thesis, Keele University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.372831.
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Atkinson, Isabel. "Youth work research : initiatives in the study of young people, youth work and youth services." Thesis, Cranfield University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.339582.
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Hay, J. "The dilemma of a theoretical framework for the training of education support services staff within inclusive education." Journal for New Generation Sciences, Vol 10, Issue 3: Central University of Technology, Free State, Bloemfontein, 2012. http://hdl.handle.net/11462/606.
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Published ArticleThe medical biological and ecosystemic models are two paradigms which are currently making a huge impact on education support services on an international level. The medical biological model has been dominating the way in which multidisciplinary support has been delivered within 20th-century special education. However, with the advent of inclusive education, the ecosystemic model has initially been pushed to the fore as the preferred metatheory of support services. This article specifically interrogates these two conflicting paradigms in education support services within the South African schooling and higher education bands, as well as Bronfenbrenner's integration of these models with regard to the bio-ecological model. Finally, this article proposes the bio-ecosystemic framework according to which the training of multidisciplinary education support services staff should proceed in order to ensure a sound and less conflicting theoretical framework.
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Zubi, Ramadan Yousif. "Training theories and practices and their applications in the Libyan oil industry." Thesis, University of Hull, 1994. http://hydra.hull.ac.uk/resources/hull:3496.
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The purpose of this study is to describe, analyse and evaluate the problem of shortage of well-qualified and trained personnel in the Libyan Oil Industry and to examine training policies, practices and programmes currently provided by this highly valued industry. The major goal of this study was to identify the necessary steps to be taken in order to improve the training and development programmes in this industry. A review is presented of literature on the nature and importance of training; how training can be conducted effectively; what kind of techniques should be followed to set up proper systematic training programmes; and criteria for evaluating the effectiveness of training and development programmes. The policies and practices of training currently in use in the Libyan Oil Industry are investigated, as are the current general education and training system in Libya and the role of Libyan universities and other higher education institutions. A questionnaire was applied to a sample of 101 trainees sent by the Libyan Oil Industry on training to the U.K. respondents represented different companies and projects and various fields of specialisation. Descriptive statistics were used to analyse the raw data obtained from the questionnaire responses. The results of the study indicated the following: 1. A master plan for organising and supervising training programmes is needed. 2. Training programmes should be designed after identifying training needs. 3. Training should be in job related. 4. Trainees should work in the area in which they received training. 5. Top management should receive training in their major activities and responsibilities. 6. Training should be provided for all employees. 7. Training programmes should be evaluated regularly. 8. Co-ordination and collaboration should be made between industry and the university in regard to manpower training and development. 9. Training policies should be periodically reviewed. 10. Training should be considered as a continuous process.
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Marr, Shuna A. "Work process knowledge in Scottish visitor attractions." Thesis, University of Stirling, 2007. http://hdl.handle.net/1893/254.
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Work process knowledge (WPK) is a concept for systems-level knowledge of the workplace and has been shown to be most important in organisations requiring multi-functional working. Most of the previous body of knowledge on WPK has focussed mainly on manufacturing industries; there has been less investigation of WPK in the service sector and none in the visitor attraction (VA) industry, an important employer in Scotland. The VA industry is extremely dynamic and many businesses are rapidly moving towards multi-functional team working, driven by an urgent need to develop quality, customer-focussed strategies to survive in an over-supplied and very competitive market. This study identifies the nature of WPK in Scottish VAs, what relationship WPK has to customer service, how WPK in this service sector differs from selected published studies in manufacturing and other service sector contexts and what factors affect the development of WPK in VAs. Following recruitment of a number of VAs using an online questionnaire and subsequent site visits, six sites were selected for case study, on the basis that they demonstrated most evidence of multi-functional working and staff with developed WPK. The research design was comparative case studies of the work processes and knowledge within these six VAs, based on a social constructivist framework, using the methods of key informant interviews and shadowing. Although these six sites represent a cross-spread of attractions in terms of types, location and size, they nonetheless show strong similarities in their basic business structure. The data show that WPK is an essential element of workers’ roles and a vital requirement in providing good customer service. Although VA managers do not use the term ‘work process knowledge’, they nonetheless recognise the importance of having staff with a wider view of their business and are actively encouraging its rapid development. Multi-functionality and job rotation are main ways of developing WPK but sites also use key workers with job roles that help develop high levels of WPK, who are then used as a staff resource. The main factor contributing to the development of WPK is communication, especially of systems-level information. Cultural information-sharing is an essential pre-condition for the development of WPK in this context. Other determining factors are flexibility, employee biographies, seasonality issues, how weddings and functions are handled on-site and the size and complexity of the site. WPK is the foundation on which good customer service is based and elements of it deliver customer service. It is the closely integrated nature of the employee-customer relationship that has such a profound effect on WPK development in this service sector industry and is essentially what differentiates it from previously published studies. The identification of the customer as a hitherto unrecognised key driver of WPK is the most important contribution to knowledge made by this work.
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Huyton, Jeremy Roy. "Educational provision for the hotel industry in the People's Republic of China." Thesis, University of Birmingham, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311850.
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Surerus, Michelle L. "Flexographic Skills and Training: A Comparison of Flexographic Industry Needs and College Flexographic Preparation." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1349393920.
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Chan, Ka Kan Erico. "Airline industry satisfaction with computer-based training : an investigation of the logic of learning in flight-dispatch training practice." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/39426/.
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This study is the first to attempt in Hong Kong to collect data about flight dispatch training for airlines. The purpose of this study was to examine the learning experiences of flight dispatchers when using different learning approaches and instructional methods for learning. In the light of an analysis of the training practices linked to the theory of adult learning, self-directed learning, learning style and learning satisfactions, we can determine the beliefs, expectations, and desires of flight dispatch trainees. This thesis argues that effective flight dispatch training goes beyond traditional instructor-centred teaching strategies (pedagogical approach). The new way of thinking about teaching flight dispatchers should also be based on adult learning theory and principles of andragogy. In addition, this thesis argues that flight dispatch training today is likely to be designed according to the needs and preferences of all stakeholders, rather than only according to the requirements of aviation regulators. The research questions are: What are flight dispatchers, trainers and flight dispatch managers' perceptions and expectations regarding the use of instructional methods and strategies currently used in flight dispatch training? What are flight dispatchers, trainers and flight dispatch managers' attitudes towards the use of computer-based training as an alternative instructional tool to replace classroom training? The research methodology adopted uses a mixed-method, sequential explanatory approach. Survey results have shown clear evidence that andragogy, self-directed learning and learning satisfaction play vital roles in the process of flight dispatch training. The results indicated that flight dispatchers' preferred mode of delivery is independent of their learning style, and classroom training had a more favorable reaction than did computer-based training, as demonstrated via quantitative and qualitative analyses. Those taking the computer-based course scored an average of 1.53 (effectiveness) and 0.65 (satisfaction) points lower than did those experiencing classroom training. The survey results did not support the findings from the literature that indicated all adults preferred self-directed learning. This study also included a qualitative analysis to address considerations of computer-based training as an alternative flight dispatch training delivery method. Although most trainees in the study said they preferred classroom training or on-the-job training, the majority felt that computer-based training was an appropriate delivery method to complement other, traditional methods of delivering flight dispatch training. Furthermore, the analysis of variances (ANOVA) for computer-based training satisfaction mean scores and generational group (novice and experienced flight dispatchers) were calculated. The results indicated that flight dispatch experience did not influence levels of satisfaction. To enhance or increase the creativity, innovativeness, and learning capacity of the workforce, a well-balanced training approach between formal classroom training, computer-based training, and on-the-job training should be encouraged in order to harness the advantages of both formal and informal learning.