Academic literature on the topic 'Effective trainer qualities'
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Journal articles on the topic "Effective trainer qualities"
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Sandria, Debry Yusi, and Jusuf I. Ibrahim. "A STANDARD OPERATING PROCEDURE VIDEO FOR DAUNI SPA AND BEAUTY HOUSE TO STANDARDIZE ITS THERAPISTS’ SERVICE QUALITIES." K@ta Kita 5, no. 1 (July 18, 2017): 34–38. http://dx.doi.org/10.9744/katakita.5.1.34-38.
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Dauni Spa, the company where I did my internship, provides spa treatment, sauna, and salon service. During my internship at Dauni Spa, I found there are various practices of massage techniques performed by the therapists that lead to inconsistency in the service qualities. This problem certainly resulted in unsatisfactory treatment because the customers would not be satisfied to receive inconsistent service quality. Aside from this problem, many newly-recruited therapists did not know the standard procedures of massage in Dauni Spa while they needed to start working very soon. Therefore, I intend to make a standard operating procedure (SOP) video as a solution to the problems. For the newly recruited therapists, the SOP video can give effective and efficient instructions of the standard procedures in Dauni Spa. For the old therapists, this video works as a standard service quality that should be put into practice by all therapists. The basic content of this video is the procedures of the massage and a little background information about Dauni Spa. From this video, there are some benefits that Dauni Spa can get. It can complete the written SOP that they have, cut down the cost of a trainer, and bring a good impact to the customers’ satisfaction.
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Phan, Kelvin, Cailee W. McCarty, Jessica M. Mutchler, and Bonnie Van Lunen. "Clinical Preceptors' Perspectives on Clinical Education in Post-Professional Athletic Training Education Programs." Athletic Training Education Journal 7, no. 3 (July 1, 2012): 103–14. http://dx.doi.org/10.4085/0703103.
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Context: Clinical education is the interaction between a clinical preceptor and student within the clinical setting to help the student progress as a clinician. Post-professional athletic training clinical education is especially important to improve these students' clinical knowledge and skills. However, little research has been conducted to assess the pedagogical principles for clinical education at this level or what factors are necessary to enhance the clinical skills and decision-making abilities of post-professional students. Therefore, exploring the perspectives of clinical preceptors involved in post-professional education will help educators understand what strategies are necessary to improve post-professional athletic training education programs (PPATEPs). Objective: To qualitatively investigate clinical preceptors' perspectives and experiences regarding clinical education within PPATEPs. Design: Consensual qualitative research (CQR) with an emergent design. Setting: Telephone interviews were conducted with all participants. Patients or Other Participants: Eleven collegiate post-professional clinical preceptors (7 males, 4 females; average age = 38±7.3 years; average years as an athletic trainer = 15±6.6 years) who were affiliated with a PPATEP were interviewed, representing 11 out of 16 PPATEPs. Data Collection and Analysis: Interview transcripts were coded for themes and categories. Triangulation included a consensus process by the research team and member checking to verify the data. Results: Data analysis yielded four themes relating to clinical education in PPATEPs: importance of clinical education, clinical preceptor responsibilities, clinical preceptor qualities, and barriers to clinical education. Participants indicated that clinical education was important for students to develop clinical skills and give them opportunities to make patient care decisions, and that several fundamental responsibilities and qualities contribute to being an effective clinical preceptor at the post-professional level. Conclusions: Post-professional clinical preceptors recognized that an appropriate balance between autonomy and guided practice in clinical experiences fostered an effective learning environment which allowed post-professional students to improve their clinical and decision-making skills beyond their entry-level skill set. Preceptors should also demonstrate attributes of a clinician, educator, and communicator to be an effective mentor.
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Demir, Meral, and Mümine Soytürk. "Examining the Perceived Sports Literacy of Physical Education Teachers, Trainers and Sports Managers in Terms of Various Variables." Journal of Educational Issues 7, no. 1 (May 14, 2021): 358. http://dx.doi.org/10.5296/jei.v7i1.18515.
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Introduction and Purpose: UNESCO stated that literacy in the most general sense should include not only reading and writing, but also components of knowledge, thinking, communication, language, culture, and social practice (as cited in Lounsbery & McKenzie 2015). The main purpose of this study is to examine the perceived sports literacy of physical education teachers, trainers, and sports managers in terms of various variables. Furthermore, the validity and reliability level of the scale used in the study, developed by Sum et al., (2016) and adapted into Turkish by Ülker (2019), is examined in the subject group.Method: 103 physical education teachers, 55 trainers and 28 sports managers working in Manisa participated in the study. The “Perceived Sports Literacy Scale” (PSLS) and “Personal Information Form” were used to obtain the data. The data were evaluated using the Mann-Whitney test and Kruskal-Wallis test, internal consistency for reliability, and exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) for construct validity.Results: The gender and team supporter variables did not make a difference to PSLS scores. PSLS scores in all sub-dimensions were found to be higher and significant for those who did regular physical activity (RPA) compared to those who did not, while “confidence in psychomotor knowledge and ability” and “communication and lifelong sports consciousness” scores of trainers were found to be higher and significant compared to those of other occupational groups. As a result of the EFA and CFA analysis, it was seen that the scale was divided into 17 items and 3 sub-dimensions.Conclusion: It was concluded that doing RFA and being a trainer were effective in having higher PSLS scores than those of other participants, while the gender and team supporter variables were ineffective. The scale is a measurement tool that provides psychometric qualities to measure the sports literacy levels of sports sector employees.
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Champlin, Sara, and Gwendelyn Nisbett. "Promoting Mental Health Resource Use on Campus by “Trying Something New”." American Journal of Health Promotion 32, no. 4 (November 12, 2017): 1140–44. http://dx.doi.org/10.1177/0890117117740348.
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Purpose: To design and test a persuasive health promotion campaign that aligns with the qualities of trying something new for the first time. Given that a majority of students have not previously sought/considered professional mental health assistance before, the hypothesis tested in this study asked whether a campaign that takes this into account is effective with this audience. Design: Participants viewed an online informational message (n = 84), information message plus first-time experience banner (n = 99), or 1 of 4 full campaigns, each depicting a student story and photo about a first-time experience (moving from home [n = 48], skydiving [n = 52], acting in a play [n = 48], and exercising with personal trainer [n = 48]). Measures: Visual poster items: appeal (visually pleasing, 7 items, α = .92), support (value of poster, 5 items, α = .86) and behavioral intention items: engagement (participant seek help/pay attention, 3 items, α = .86), relevance (content as relevant, 3 items, α = .84), and judgment (judgment of others for not seeking help, 2 items, α = .87). Participants: College students (N = 380). Results: In comparison to information-only messages, framing mental health help seeking as a first-time experience was linked with increased appeal, support, and engagement (Minformationonly = 2.79 [standard deviation, SD = 1.34], Minformationplusbanner = 3.25 [SD = 1.23], Mfullcampaign = 4.07 [SD = 1.28], P < .001, Minformationonly = 4.38 [SD = 1.47], Minformationplusbanner = 4.92 [SD = 1.21], Mfullcampaign = 4.57 [SD = 1.26], P = .014, and Minformationonly = 3.13 [SD = 1.76], Minformationplusbanner = 3.56 [SD = 1.48], Mfullcampaign = 4.02 [SD = 1.42], P < .001, respectively). As anticipated, the full campaign garnered the highest affect and engagement scores. When comparing the 4 first-time experiences, there were main effects on support and engagement (Mtrain = 5.06 [SD = 1.17], Mplane = 4.27 [SD = 1.28], Mhome = 4.59 [SD = 1.19], Mplay = 4.38 [SD = 1.29], P = .009 and Mtrain = 4.50 [SD = 1.27], Mplane = 3.75 [SD = 1.43], Mhome = 4.01 [SD = 1.49], Mplay = 3.84 [SD = 1.39], P = .042, respectively), with the novel experience of “working with a personal trainer” rated highest. Conclusion: Findings from this study have implications for the design of health promotion materials on college campuses. Specifically, campaigns that frame seeking help for mental health as a new experience potentially increase student engagement in this behavior. A key finding from the present study is that a campaign in which this behavior is linked to a familiar form of interpersonal help seeking (personal training) can create receptivity to the stigmatized issue of mental health help seeking.
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Faridi, Mohammad Rishad, Rahaf Raef Kobeissi, and Ryhan Ebad. "Rays your mental health: for a transformed mindset – a case study of Rahaf Kobeissi." Emerald Emerging Markets Case Studies 11, no. 2 (July 16, 2021): 1–25. http://dx.doi.org/10.1108/eemcs-10-2020-0361.
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Learning outcomes This case discussion will enable learners to: demonstrate how the adoption of entrepreneurial leadership could aid the overwhelmed youth to successfully bounce back. Summarize various events and challenges faced. Demonstrate mindful entrepreneurial qualities to be effective. Identify various coping strategies in balancing a commercial viable model with a compassionate approach. Establish a roadmap for a healthy sustainable business model. Case overview/synopsis Ms Rahaf Raef Kobeissi was a 33-year solopreneur, mental health coach and personal development trainer who resided in Dubai. She encountered dilemmas while attempting to offer commercial, as well as empathy and compassion-based services. She tried to strike a balance between her own broken past life challenges and managing her clients’ healing journey. Another challenge was to assess whether she should adopt inductive counseling or deductive counseling principles, especially during a Covid-19 scenario. She needed to ensure a healthy work/life balance to prevent herself from suffering from burnout. Her personal journey to becoming a solopreneur was filled with grief and hardship over the years, which she endured with little support. She had the arduous task of dealing with a series of shocking incidents and events, which pushed her down through the cracks, leading to her attempting to take her own life three times when overwhelmed by tragedy. At the age of 23, Rahaf lost her father to suicide – they found him hanging in his apartment. Her abusive mother had several breakdowns due to severe depression and her drug addict brother accidentally killed his friend in her apartment with an overdose injection. The challenge before her was to strike a reasonable balance between managing the highest levels of clinical depression with suicidal tendencies and finding the right path and purpose for her own life. This was the very reason she chose to battle depression through therapy and bounced back as a stronger and more resilient woman. Complexity academic level This case has been focused on undergraduate and postgraduate-early stage level students pursuing business or psychology programs. Particularly those specializing in entrepreneurial, organizational behavioral and positive psychology courses. Supplementary materials Teaching Notes are available for educators only. Subject code CSS 3: Entrepreneurship.
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Forbes, Owen, Stephanie Davis, Amalie Dyda, Alexander Rosewell, Stephanie Williams, Martyn Kirk, Maria Concepcion Roces, Maria Consorcia Lim-Quizon, and Kerri Viney. "Field epidemiology training programmes in the Asia-Pacific: what is best practice for supervision?" Western Pacific Surveillance and Response Journal 10, no. 4 (December 30, 2019): 9–17. http://dx.doi.org/10.5365/wpsar.2019.10.1.007.
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Introduction: Field epidemiology training programmes (FETPs) emphasize competency-based training and learning by doing. Supervision of FETP trainees is critical for programmes to achieve learning outcomes. We sought to address a knowledge gap regarding what constitutes effective FETP supervision. Methods: We investigated FETP supervision using a mixed-methods approach. Quantitative data were collected through a survey of FETP directors. Qualitative data included written feedback from the survey and a focus group discussion (FGD) conducted with FETP supervisors at the 8th South-East Asia and Western Pacific Bi-regional TEPHINET Conference. FGD questions focused on effective supervisory qualities and activities and challenges to effective supervision. We calculated descriptive statistics for quantitative data and analysed qualitative data using a deductive content analysis approach. Results: Eleven FETP directors responded to the survey and 23 participated in the FGD. Overall, supervision was seen as very important for trainee outcomes. Participants identified the different roles of academic and field supervisors but emphasized the importance of an enabling and supporting attitude towards trainees. Soft skills and interpersonal abilities were among the most important qualities identified for effective supervision. Key challenges identified included a lack of consistency in supervisors’ technical knowledge and the difficulty of finding candidate supervisors with sufficient interest, availability and motivation for supervision. Discussion: Several practical recommendations arose from this study for supervision in FETPs, including recruiting and training supervisors with a more holistic range of skills. Our findings also provide key points for current FETP supervisors to consider to improve their own practice.
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Stănciulescu, Robert. "Individualization of Preparation in Military Physical Education – Optimization Model of Physical Performance." Land Forces Academy Review 23, no. 4 (December 1, 2018): 257–61. http://dx.doi.org/10.2478/raft-2018-0031.
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Abstract Individual physical, mental and functional qualities require a well-trained training system that can deliver the very complex tasks outlined in the training objectives. The individualization of the training process and the permanent monitoring of performance is an effective way to maximize the physical and mental potential of military.
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Georgieva-Tsaneva, Galya Nikolova, and Ivanichka Serbezova. "Virtual Reality and Serious Games Using in Distance Learning in Medicine in Bulgaria." International Journal of Emerging Technologies in Learning (iJET) 15, no. 19 (October 5, 2020): 223. http://dx.doi.org/10.3991/ijet.v15i19.15753.
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Thе paper presents the inclusion of new innovative methods in medical education in Bulgaria. Recently, schools around the world have had to move to distance learning for their students. The use of modern technologies in the virtual classroom today is the most important part of the educational process. Effective modern devices, user-friendly platforms and appropriate educational pedagogical methods prove to be the key to excellent training. The inclusion of virtual teaching methods and serious educational games contributes to the conduct of high-level training and the formation of future medics of knowledge, skills and experience necessary for the formation of their professional qualities. The paper presents the results of a survey conducted among trainers and trainees at medical universities in Bulgaria. The analysis of the results shows the readiness of teachers and students to apply the methods of virtual learning and serious games in the educational process.
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Nottingham, Sara L., Stephanie M. Mazerolle, and Jessica L. Barrett. "Effective Characteristics of Formal Mentoring Relationships: The National Athletic Trainers' Association Foundation Research Mentor Program." Athletic Training Education Journal 12, no. 4 (October 1, 2017): 244–55. http://dx.doi.org/10.4085/1204244.
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Context: Mentoring is a beneficial mechanism to support junior faculty members as they navigate job expectations, institutional nuances, and the professional landscape during the first few years as a faculty member. Whereas effective characteristics of informal mentoring relationships are generally understood, less is known about factors that contribute to formal mentoring relationships. Objective: Gain mentor and mentee perceptions of effective mentoring in a formal setting. Design: Qualitative phenomenology. Setting: Higher education institutions. Patients or Other Participants: Six mentees (4 women and 2 men with 3 ± 4 years in their current faculty position) and 4 mentors (2 women and 2 men with an average of 10 ± 3 years in their current faculty position) participating in the 2015 National Athletic Trainers' Association Foundation mentor-program cohort. Main Outcome Measure(s): Participants completed one telephone interview before starting the mentor program and one interview upon program completion 11 months later. Participants also completed 3 structured online journals at 3-month increments throughout their participation in the program. Two researchers independently analyzed the interview and journal data using a phenomenological approach. To improve trustworthiness, we used peer review and pilot testing of the interview guides, member-checks, and multiple-analyst triangulation. Results: Participants described effective mentoring relationships as those that facilitated collaboration and demonstrated humanistic qualities. Participants who collaborated on scholarly activities during their mentoring experience perceived this to be a highly valuable aspect of the experience that increased the potential for a long-lasting relationship. Whereas the mentoring focused on professional development, humanistic attributes such as approachability and personal connections further enriched participants' mentoring experiences. Conclusions: Participants in formal mentoring experiences describe effective mentoring characteristics similarly to those who have participated in informal mentoring and should be encouraged to exhibit them. Additionally, coordinators of formal mentoring programs should provide participants with resources and guidance to facilitate their experiences.
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Błażejewski, Wojciech. "Problemy rozwoju postaw przedsiębiorczych u gimnazjalistów." Przedsiębiorczość - Edukacja 2 (January 1, 2006): 242–48. http://dx.doi.org/10.24917/20833296.2.26.
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Among other things education is understood as support of certain individual character traits, e.g. the qualities of a man with self-initiative. It doesn’t confine itself to any single action but this is a long process with which should already be started in the youngest years of the life. To obtain an effective support of the self-initiative at high schools trainees, the present general educational system needs either several organizational modifications or modifications of the teaching contents. These refer essentially:. -the teaching programs and their contents. - the principles and the form of the cooperation of the school with the local authority. --the permanent dilatation of the didactic-educational competences of the teachers in the context of further vocational educations. The specific training in a certain subject should be completed by interdisciplinary trainee projects. The further vocational education of the teachers should take into account the development of the ability to give structured lessons and to better combine the theoretical and practical contents with each other. Furthermore the teachers should be taught how to motivate the trainees for more ownly project drafts and their execution and how the representatives of local authorities should be included in the construction of additional contents of the teaching programs.
Dissertations / Theses on the topic "Effective trainer qualities"
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Cornwall, Timothy Brooke, and cornwall@inet co th. "Seminar Leader Effectiveness: Teaching Short Courses in the Thai Business Community." RMIT University. Education, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20070201.162658.
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Research and literature on teaching adults primarily discusses longer courses within the sphere of formal education, that is formal tertiary education and non-formal education (typically work-place or work-related learning). While both these fields provide a rich source of general information, it is difficult to find research texts that specifically deal with teaching adults in a seminar environment, that is, a planned, one-off learning event ranging in length from three hours to two days. While some research has focused on Thai culture in general and the nature of Thai university teaching in particular, very little has been published concerning the teaching of Thai adults, whether in a formal setting such as a university or college, or in a non-formal, work-place or work-related setting. This research reflects an effort to compensate for this pronounced lack of research in teaching adults in a short course environment and the paucity of research on teaching Thai adults. Using a case-study method, fifteen Western or Western-educated Thai trainers in the Thai short-course market were interviewed to determine the characteristics of an effective short-course trainer instructing courses in English. Based on a semi-structured interview format, with questions framed from the literature review, eight key characteristics were determined that reflect the qualities of an effective trainer in the Thai market. Centered on the vital role played by trainers' knowledge of the participants and their culture, the characteristics identified by the research highlight the need to foreground key aspects of participant culture when planning and presenting a short course in the Thai business community. While content expertise and teaching skills remain important, the key to effectiveness lies in acquiring and skillfully applying a knowledge of participants that goes beyond needs analysis to include a generic knowledge of the social norms that identify Thais as a cultural group throughout the training process. The eight characteristics are discussed in detail, and while some aspects of these are consistent with the conventional wisdom discussed in the literature review, most arose from the analyses of comments provided by the interviewees. This discussion leads into a number of recommendations for new trainers in this market and concludes with insights into further areas of study that could prove useful in Thai and other cultures, and for educators involved in short- or long-course events.
Book chapters on the topic "Effective trainer qualities"
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Hossian, Alejandro, Gustavo Monte, and Verónica Olivera. "Control Architecture Model in Mobile Robots for the Development of Navigation Routes in Structured Environments." In Rapid Automation, 276–94. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8060-7.ch013.
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Robotic navigation applies to multiple disciplines and industrial environments. Coupled with the application of Artificial Intelligence (AI) with intelligent technologies, it has become significant in the field of cognitive robotics. The capacity of reaction of a robot in unexpected situations is one of the main qualities needed to function effectively in the environment where it should operate, indicating its degree of autonomy. This leads to improved performance in structured environments with obstacles identified by evaluating the performance of the reactive paradigm under the application of the technology of neural networks with supervised learning. The methodology implemented a simulation environment to train different robot trajectories and analyze its behavior in navigation and performance in the operation phase, highlighting the characteristics of the trajectories of training used and its operating environment, the scope and limitations of paradigm applied, and future research.
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Hossian, Alejandro, Gustavo Monte, and Verónica Olivera. "Control Architecture Model in Mobile Robots for the Development of Navigation Routes in Structured Environments." In Mobile Ad Hoc Robots and Wireless Robotic Systems, 89–106. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2658-4.ch005.
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Robotic navigation applies to multiple disciplines and industrial environments. Coupled with the application of Artificial Intelligence (AI) with intelligent technologies, it has become significant in the field of cognitive robotics. The capacity of reaction of a robot in unexpected situations is one of the main qualities needed to function effectively in the environment where it should operate, indicating its degree of autonomy. This leads to improved performance in structured environments with obstacles identified by evaluating the performance of the reactive paradigm under the application of the technology of neural networks with supervised learning. The methodology implemented a simulation environment to train different robot trajectories and analyze its behavior in navigation and performance in the operation phase, highlighting the characteristics of the trajectories of training used and its operating environment, the scope and limitations of paradigm applied, and future research.
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Inozemtsev, Taras, and Alla Khomenko. "SPECIFICS OF TRAINING FUTURE RESERVE OFFICERS FOR EDUCATIONAL WORK IN THE ARMED FORCES OF UKRAINE." In Integration of traditional and innovative scientific researches: global trends and regional as. Publishing House “Baltija Publishing”, 2020. http://dx.doi.org/10.30525/978-9934-26-001-8-1-5.
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The subject of the article is the preparation of future reserve officers for educational work. The training of reserve officers is carried out by the military departments of higher education institutions of Ukraine. The article contains information that citizens of Ukraine undergo military training on a voluntary basis who have or receive a higher education degree at least a bachelor's degree, fit for military service for health reasons and moral and business qualities. Citizens can undergo military training, subject to the correspondence of the specialties that they or for which they are trained in the institution of higher education, the military accounting specialty, in which the training of reserve officers is carried out. The leading feature of the military professional activity of a military leader is the dominant professional orientation, which manifests itself in an orientation toward working with personnel and active interpersonal interaction, toward organizing activities, toward tough interaction with the enemy. In this regard, the officer must have a broad developed practical thinking and managerial competence. The article presents the components of its formation and demonstrates the ways to achieve it: information-analytical component of training future reserve officers; the formation of the communicative competence of future reserve officers; the use of computer technology in training reserve officers for educational work; individualization of training. The information and analytical component of the training of future reserve officers provides for: 1) information and presentation meetings of candidates for training under the training program for reserve officers with officers of the military commissariat; 2) professional excursions and to military units of candidates for training under the training program for reserve officers, in which potential applicants can communicate with platoon commanders and company commanders, get acquainted with the daily activities of the platoon; 3) self-testing of potential applicants for professional self-determination and readiness for management activities. The formation of the communicative competence of reserve officers provides for the following factors: pedagogy of cooperation, personality-oriented education, an active personal position of the future reserve officer, critical thinking, the formation of language culture and the influence of mentors. One of the effective means of improving the level of training of military specialists is the use of modern information technologies, in particular, virtual computer systems and computer networks (simulation) models. They, first of all, should contribute to the comprehension and assimilation of educational material, as well as to ensure the possibility of a comprehensive assessment of the readiness of the future reserve officer for independent activity, the timely introduction of individual adjustments in the training of a military specialist. The main methodological foundations of the process of individualization of training: the organization of additional classes with students who have gaps in knowledge, by organizing optional classes; search for ways to individualize learning within a specific lesson; inclusion of the weak in the subgroups of well-prepared students. The practical application of these theoretical principles will contribute to the formation of a military specialist and the preparation of future reserve officers for educational work.
Conference papers on the topic "Effective trainer qualities"
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Nakamura, Morimasa, Keisuke Kojima, and Ichiro Moriwaki. "Evaluation System of Tooth Contact Patterns of Hypoid Gears Using Artificial Intelligence." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-89323.
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Tooth contact inspection is one of the most common methods for checking qualities of hypoid gear pairs. A change in machine setting parameters for cutting and lapping processes of a hypoid gear pair enables a tooth contact pattern of a hypoid gear pair to be varied. The deviation of the pattern from the target one is represented by a grade point. In the inspection, the qualities of hypoid gear pairs are usually classified into only two grades; OK or NG. However, in order to conduct a follow-up survey on problems of the products and to be useful to be trouble shooting tasks of the end products, finer classifications and more quantitative evaluations of tooth contact patterns could be effective. Such approaches have been tried, however, only experienced and well-trained technicians for the inspection of hypoid gear pairs can determine the point of each tooth contact pattern. And it is difficult to make this evaluation method automatic. To overcome this problem, an application of artificial intelligence system must be useful. The present paper describes a computer evaluation system using the neural network, which is a kind of the artificial intelligence systems, for tooth contact patterns of hypoid gear pairs which can evaluate the results of the inspections instead of experienced hypoid gear technicians. This system with the neural network has a capability to learn relationships between evaluation grade points of tooth contact patterns given by the hypoid gear technicians and graphics of tooth contact patterns of hypoid gear pairs. Moreover, it can return the evaluation grade points when a tooth contact pattern is input into the system. The evaluation performance of the developed system was discussed. And a quality of normative tooth contact patterns, which were used as the teacher signals for training the neural network system, greatly affected its performance. The comparison of evaluated grade points obtained from developed system with the technician’s ones showed that the correct answer ratio obtained from the developed system was about 90% in the best case.