Dissertations / Theses on the topic 'Employer Learning'
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Barbeite, Francisco. "Importance of learning and development opportunity to job choice decisions." Thesis, Georgia Institute of Technology, 2001. http://hdl.handle.net/1853/28567.
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Zhu, Beibei. "Three Essays on Employer Learning and Statistical Discrimination." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/23168.
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This dissertation consists of three essays studying employer learning and statistical discrimination of young workers in the U.S. labor market. The first chapter outlines the dissertation by discussing the motivations, methods, and research findings.Chapter two develops a framework that nests both symmetric and asymmetric employer learning, and derives testable hypotheses on racial statistical discrimination under different processes of employer learning. Testing the model with data from the NLSY79, we find that employers statistically discriminate against black workers on the basis of both education and race in the high school market where learning appears to be mostly asymmetric. In the college market, employers directly observe most parts of the productivity of potential employees and learn very little over time.
In chapter three, we investigate how the process of employer learning and statistical discrimination varies over time and across employers. The comparison between the NLSY79 and the NLSY97 cohorts reveals that employer learning and statistical discrimination has became stronger over the past decades. Using the NLSY97 data, we identify three employer- specific characteristics that influencing employer learning and statistical discrimination, the supervisor-worker race match, supervisor\'s age, and firm size. Black high school graduates face weaker employer learning and statistical discrimination if they choose to work for a black supervisor, work for an old supervisor, or work in a firm of small size.
In the last chapter, we are interested in the associations between verbal and quantitative skills and individual earnings as well as the employer learning process of these two specific types of skills. There exist significant differences in both the labor market rewards and employer learning process of verbal and quantitative skills between high school and college graduates. Verbal skills are more important than quantitative skills for high school graduates, whereas college-educated workers benefit greatly from having high quantitative skills but little from having high verbal skills. In addition, employers directly learn verbal skills and continuously learn quantitative skills in the high school market, but almost perfectly observe quantitative skills in the college market.
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Lederer, John E. "Promoting lifelong learning : an analysis of community college delivery of employer-focused education and training /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7563.
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Barcus, Sydney Anne Guarnaccia Charles Anthony. "The impact of training and learning on three employee retention factors job satisfaction, commitment and turnover intent in technical professionals /." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9797.
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Keene, Barbara J. "Supporting e-learning within a social framework." Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2008. http://etd.umsl.edu/r3461.
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Barcus, Sydney Anne. "The impact of training and learning on three employee retention factors: Job satisfaction, commitment and turnover intent in technical professionals." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9797/.
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The purpose of this study is to explore the benefits of providing employee training and learning beyond the specific content covered in such interventions, and how personality constructs might moderate those benefits. Training refers to the imparting of specific knowledge and tasks. Learning involves processes and skills that support on the job learning experiences. This study builds on previous research linking training and development to increased job satisfaction, and reduced turnover intent, by considering additional factors. The relationships between independent variables training, learning, task variety and task significance and outcome variables job satisfaction, commitment and turnover intent are assessed. Personality constructs of need for achievement and growth need strength are explored as possible moderating variables. This research was conducted using archival data (N = 500) collected from technical professionals employed by fourteen organizations in the Southwest United States. Both task variety and task significance were found to significantly predict all three outcome variables. Growth need strength was found to moderate the prediction of commitment by task variety. Need for achievement was found to moderate the prediction of job satisfaction, commitment and turnover intent by training and learning. Need for achievement was also found to moderate the prediction of both commitment and turnover intent by task significance.
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King-Bailey, Shirley Ann. "Student and employer perceptions of work-based learning in rural community colleges in Mississippi." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-04062009-082500.
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Fisher, Madeline. "Work based learning : the impact of higher education/employer engagement in North East England." Thesis, Teesside University, 2012. http://hdl.handle.net/10149/315539.
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This research (January 2009 to January 2012) described the impact of Work Based Learning (WBL) programmes on three large organisations involved in HE/employer engagement partnerships to up-skill experienced employees in NE England. A case study approach gathered rich qualitative data from public and private organisations, and their university partner which provided long-term, whole-day university-based master-class WBL programmes for University-accredited qualifications with the support of Higher Education Funding Council for England’s Strategic Development Funding. The public organisation delivered its own certificate-level sessions; and a Foundation Degree was delivered by the University and the organisation’s Directors. Modified action research observations of classes preceded a questionnaire profiling candidates, their motivations, and perspectives about WBL. Stakeholders’ semi-structured interviews (Wengraf, 2001) answered: “how, why and with what consequences does the Mode 2 learning of the individual impact the Mode 2 learning of the organisation”, premised on WBL using Mode 2 “how to” knowledge (Gibbons et al, 1994). Data, mainly collected from May to November 2010, was analysed using a modified grounded theory approach (Corbin and Strauss, 2008) with fractal concept analysis (Wasserman, Clair and Wilson, 2009). Rich descriptions of the impacts of WBL from the perspectives of those involved in HE/employer engagement partnerships resulted in models for developing new partnerships and incorporating employer engagement within a university. Original contributions to WBL knowledge included the Courtyard Model based upon findings including types of knowledge/concepts/values that emerged from the research which may potentially lead to new pedagogies. Impacts of WBL included networking that carried the organisation’s strategic vision into its culture to enhance its sustainability and possible growth. Candidates attributed valuing reputation, knowledge and people to universities as organisations. The Courtyard Model summarised the relationship between the impacts of WBL on the development of candidates and organisations in terms of reputation, knowledge, people, networks, culture and sustainability.
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Kovářčíková, Dana. "Interní vzdělávání pracovníků ve společnosti ADP Employer Services Česká republika, a.s." Master's thesis, Vysoká škola ekonomická v Praze, 2010. http://www.nusl.cz/ntk/nusl-76175.
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This thesis deals with an internal employee training in ADP Employer Services Czech Republic, a.s., based in Prague. In the theoretical part it describes the importance of an effective education in an organization in general. It focuses on systematic education, forms and methods of employee training and human capital. The practical part deals with an analysis of a current condition of employee training in the organization because this is the field which haven't been analyzed till today. In conclusion there are recommendations that contribute to a more efficient employee training system.
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Cheung, Stephen L. "Credentials and Learning in the Labour Market for Young Australians." Thesis, The University of Sydney, 2006. http://hdl.handle.net/2123/1695.
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This thesis reports two tests of information-based theories of the returns to education, in the labour market for young Australians. The first is a test of whether these returns increase discontinuously with credentials such as high school graduation and university degrees. The second is a test of employer learning based upon how the returns to education, and to measures of ability not initially observed by employers, evolve with experience. These tests are conducted using a new data source which tracks individuals during the years in which they are entering and establishing themselves in the labour market, the period during which such credential and learning effects are most likely to be important. It is found that there are large and highly significant credential returns to completion of bachelor’s degrees, of 14% for males and 10% for females. For males, around 39% of the returns to 15 years of education (relative to 9 or fewer years) are attributable to credential effects, while the corresponding figure for females is 36%. These effects are stronger among workers who were recruited through hiring channels that convey less initial information to employers. There is also evidence that post-secondary admission or attendance without completion of a credential may itself have a sorting effect in the labour market. In the employer learning estimates, when parental education is used as a measure of ability observed by the researcher but not initially by employers, it is found to become increasingly correlated with wages as experience accumulates. However, no such result is found when a standardised test score is used as the ability variable – apparently because the information captured by this score is already observed by employers at the time of labour market entry. When the model is estimated separately by occupational class, the finding of employer learning holds only among white-collar workers. This may be due to the types of attributes that are reflected in parental education as a measure of initially unobserved ability.
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Pearson, John. "Effective employer engagement in full time construction-related foundation degrees, with particular emphasis on workplace learning." Thesis, Northumbria University, 2014. http://nrl.northumbria.ac.uk/21612/.
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According to the creators of Foundation Degrees, effective employer engagement involves participation in programme design and review, together with the provision, delivery and assessment of content: also the offer of workplace learning. The principal focus of the current study is the management and assessment of workplace learning modules for full time built environment Foundation Degrees, and the participation in this of each stakeholder group: providers, employers, students and Professional Bodies. Certain factors have been identified, deemed critical to the success of this essential element of the curriculum. Nowhere in the existing literature are the perspectives of all the stakeholders, sometimes conflicting, brought together in a single empirical study, particularly one which takes account of current recessionary pressures. The current study, qualitative in nature, examines the standpoint of each stakeholder: seeking their interpretation and experience of, and satisfaction with, workplace learning in the light of their own needs and expectations, and identifying common ground. Data is drawn from questionnaires and interviews involving representatives of all stakeholder groups, focusing in particular on six providers offering contrasting examples of practice, and the employers, students and Professional Bodies associated with each. All interviewees were asked for indicators of successful workplace learning, for the factors which in their experience promoted and sustained effective engagement, and for any possible barriers to this. Various forces are found to operate upon the stakeholders, ranging from large-scale commercial pressures (particularly in time of recession) to small localised issues. Employer engagement calls for relationships involving understanding, commitment, sustained effort and effective communications on the part of all key stakeholders and not just the employer. There is room for greater standardisation of the management and assessment of workplace learning, and some form of framework is thought desirable by the majority of respondents, although nothing too prescriptive. A draft framework has been created which seeks to satisfy as much as possible the needs and expectations of all the key stakeholders, based on the critical success factors referred to above. Whilst Professional Bodies are generally respected by the other parties, their present input to and control over workplace learning appears limited. The findings of this study are intended to inform all parties to construction-related vocational education, particularly those involved in the provision of Foundation Degrees or Honours Degrees, where a period of workplace learning is a required element.
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Villalba, Ernesto. "The uniqueness of knowledge management in small companies : Managing knowledge as an employer strategy for lifelong learning." Doctoral thesis, Saarbrücken VDM Verlag Dr. Müller, 2006. http://d-nb.info/987974580/04.
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Nyberg, James Ronald. "Learning Resource Center Characteristics of the 25 Most Profitable U.S. Industrial Corporations: Implications for Business and Higher Education." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc279038/.
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This study is a descriptive analysis of corporate learning resource centers. The study was designed to incorporate historical background and current status, organization and personnel, types and amount of alternate delivery instruction, and selected cost considerations in the establishment and maintenance of a learning resource center. A functional definition was furnished, with a deliberative attempt to encompass related synonyms. Discussion included training types or instructional delivery medium distinctions. A contribution of this study was the development, field testing, and enhancement of a survey instrument, which reflects the steps to be followed by those planning implementation of any learning resource center. Findings of this study indicated that learning resource centers were young and transitioning to increased on-line individualized and self-paced learning. Training and learning will become much less interdependent. Training types will increasingly become nontraditional and technology driven. Courseware will be received and managed remotely. Partnerships and cooperative efforts are mandates for business and higher education. Learner mobility will become normative, not the exception. Internet training will rapidly increase, most quickly among small business. Learning resource centers will continue to become more cost effective. This study proposed the redefinition of both learner and educator roles within a changing learning resource center environment. It was suggested that the learner role must become more active and that the corporate educator role, as a result of technology, will increase in passivity, tending toward that of facilitation. Implications and recommendations were specifically noted for both business and higher education. Specified nomenclature of "learner centers" or clearly "learner centered" has been advocated, reflecting the continuing evolution of the learning resource center. Technology, instructional media, mobility, availability and sharing of resources, less formalization, life-long learning, fiscal issues, Internet access, information and knowledge explosion, and downsizing, all combine to provide the view and demarcation of the new "learner centers."
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Potts, W. H. C., of Western Sydney Hawkesbury University, Faculty of Agriculture and Rural Development, and School of Horticulture. "A systems analysis undertaken to improve employer awareness of and career opportunities for Hawkesbury agriculturalists." THESIS_FARD_HOR_Potts_W.xml, 1993. http://handle.uws.edu.au:8081/1959.7/422.
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Beginning in 1978, the learning paradigm of the Faculty of Agriculture at the (now) University of Western Sydney - Hawkesbury was progressivly altered from the classical didactic approach to, by 1985, a student self-directed, experiential learning environment. This entailed shifting from a faculty-perceived narrow agricultural production perspective to one of a multi-discplinary rural development focus. The focus of this systems inquiry is that of a marketer examining a well-established faculty task (function), with the objective of determining how well that task is being performed, and what (if any) remedial action is indicated. The inquiry indicates that there has been a failure to maximise potential in the faculty subsystem that is responsible for communication with concerned publics. The failure is general, in that it was not confined just to communication with employers of faculty outputs. All publics were involved; the faculty's separate messages were not being sensibly delivered to employers, prospective students, undergraduates, academic peers, and government. Analysis of the issues led to the development of a marketing (information) strategy that recognises the need to re-order the faculty's information-formulation and delivery subsystem. A series of proposals is advanced for consideration and debate by the Action Research Team as to which of these several actions should be considered as desirable and feasible for implementation. The estimated costs of implementation of the plan are presented on an item by item basis.Master of Science (Hons)
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Kapmeier, Florian. "Dynamics of interorganizational learning in learning alliances /." Frankfurt am Main [u.a.] : Lang, 2007. http://www.gbv.de/dms/zbw/525116672.pdf.
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Björding, Mathilda, and Linn Riddarström. "En kvalitativ intervjustudie om samspel, arbetskultur, lärande och välbefinnande." Thesis, Högskolan i Halmstad, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-43286.
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De ständiga förändringar och den utveckling som sker inom såväl privatliv somarbetsliv innebär att det är viktigt att hålla sig uppdaterad och följa det som sker. Detär betydelsefullt att utifrån förändringar fortsätta arbeta med arbetsmiljön inomföretag och organisationer för att skapa en trivsam arbetsplats med god hälsa.Studiens syfte var att beskriva hur samspelet mellan arbetstagare och arbetsgivarepåverkar den psykosociala arbetsmiljön för ett ökat välbefinnande och lärande påarbetsplatsen, utifrån arbetstagarnas perspektiv. Metoden som användes vartelefonintervjuer som sedan transkriberades och slutligen analyserades data utifrån enanalysmodell kallad kvalitativ innehållsanalys där materialet systematiskt undersöktesutifrån syfte och frågeställningar med olika teorier som grund. Resultatet visade pågemensamma uppfattningar om både begrepp och viktiga aspekter som spelar in i enpsykosocial arbetsmiljö. Resultatet visar även på vilken betydelse roller och ansvarhar i ett sådant samspel och att detta i viss utsträckning kan beskrivas/förstås som enarbetskultur, samt att faktorer som kan förstås som ett skapande av samspel ipraktiken lyfts fram. Sammanfattningsvis synliggörs att viktiga aspekter i ett samspelmellan arbetstagare och arbetsgivare är kommunikationen, öppenheten och lagkänslani skapandet av en psykosocial arbetsmiljö, vilket även kan förstås/beskrivas som enarbetskultur. Resultatet visar även att individens egna ansvar är en bärande faktor föratt resterande delar ska fungera.With the constant change and development in both private life as work life we need tokeep up with the changes. Therefore, it is important to work with the workplaceenvironment within organizations to create a good place for work. The purpose of thisstudy was to explore the psychosocial work environment as something that is createdin the interplay between employer and worker for a better wellbeing at the workplace.The method used for this studied was interviews that afterword was transcribed andfinally the data was analysed based on an analytical model called qualitative contentanalysis where the material was systematically examined with different underlyingtheories. The result shows a common understanding of concepts and importantaspects that plays into a psychosocial work environment. The result also shows themeaning of roles and responsibilities have in such interaction and that this to someextent can be described/understood as a work environment culture. Finally, somefactors that can be understood as the creation of interaction in the practice arehighlighted.
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Swigert, Silvia. "Computer learning motivation and indicators of computer skill in employee populations." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/984.
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Brydson, Gillian. "Learning to lead in the 'year of the firsts' : a study of employer led mentoring for new school leaders in Scotland." Thesis, University of Glasgow, 2011. http://theses.gla.ac.uk/2660/.
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The study explores the process and outcome of a mentoring programme for newly appointed school leaders in a Scottish Case Study Local Authority (CSLA). This research contributes to professional knowledge and practice in school leadership as it takes an employer perspective and offers a conceptualisation of post-appointment mentoring in Scotland. This study is contextualised by two conflicting accepted realities which are reflected at a local, national and international level. Firstly, that it is widely accepted that school leadership makes a difference and secondly, due to the reported challenges of the job, the recruitment and retention of school leaders has attained crisis status in some areas. Accepting that it is important to prepare people for school leadership roles, the focus of this thesis turns to supporting teachers in the transition to headship. Mentoring is a frequently used approach in the development of school leaders but there is lack of agreement on the concept of mentoring and empirical evidence demonstrating the benefit of mentoring is inconsistent. A conceptual framework of socialisation and development is used to explore mentoring in this study. Forty-two interviews were undertaken with newly appointed headteachers and depute headteachers and their mentors with the aim to establish whether there was a consistent interpretation or implementation of the mentoring policy and whether the claims about anticipated outcomes were substantiated. Assumptions about the mentoring policy in the CSLA were tested in order to build understanding and make meaning about how mentoring worked in practice. This research suggests that experiences of formal employer-led mentoring, as operating in the CSLA, were mainly positive and valued by both mentors and mentees. Findings indicated that mentoring supported self-confidence, wellbeing, independence and effectiveness in the novice school leader, particularly in relation to leading and managing people. The policy assumptions that experienced headteachers would agree to mentor others because there were professional gains for them, and that mentoring offered something extra to other forms of leadership and management support, were supported by the findings of this study. However this research also found that there was a lack of shared understanding over the purpose of mentoring with differing views on the importance of psychosocial or career related functions. Data indicated there were differences in how primary and secondary school dyads enacted the mentoring relationship. This thesis explores the motivations for mentoring, the characteristics that make a good mentor and the place of mentoring compared to other forms of leadership preparation and support. The findings of this study indicate that mentoring in the CSLA is understood both as a form of psychosocial support and as context specific training which prepares the mentee for the role of headteacher as it exists now and socialises them into that view. A conceptualisation of mentoring as a form of initiation which supports the prevailing orthodoxy is challenged in this thesis. It is proposed that this work progresses knowledge about mentoring as it offers two models: a chronological model to explain how mentoring relationships can evolve and a model to explore the learning that takes place. Each model provides a schematic which can be challenged and adapted to help share understandings of mentoring, an umbrella term which has morphed over the centuries from Greek myth to urban mythology in the corporate human resource world. The thesis highlights tensions and ambiguities for the local education authority as it attempts to meet its legal duty for educational provision while interpreting national policy, employing teachers and meeting Government‘s expectations for schools. This study identifies the complexity over the role of the employer in managing a formal strategy which is predicated on a personal relationship; recommendations are offered which may be of significance to those with an interest in school leadership development and organisational mentoring. This research set out to advance practice in managing a real-world leadership problem. This thesis proposes that leadership development does matter in Scotland today; the scale of the task to make our public services fit–for-purpose and fit-for-purse is considerable. Tomorrow‘s leaders should be prepared for this new landscape with vision and pragmatism.
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Johnsson, Cecilia, and Ida Lundberg. "Employer branding inom offentliga organisationer : Sjuksköterskors värdering av attribut vid val av arbetsgivare." Thesis, Högskolan i Skövde, Institutionen för handel och företagande, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-13989.
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Offentliga organisationer har ofta begränsade finansiella resurser att förhålla sig till. Med den ökade konkurrensen på arbetsmarknaden om kompetent personal finns ett behov för även offentliga organisationer att arbeta med dess attraktivitet gentemot intressenter. Syftet med studien var att erhålla ökad förståelse för hur attribut värderas av yrkesgruppen sjuksköterskor och således påverkar valet av arbetsgivare. De identifierade attribut som studien undersökte var: ledarskap, lön, stimulans, lojalitet, status, arbetstider, fysisk aktivitet och relationer. Vidare ämnade uppsatsen undersöka om det kliniska basåret, som är ett försök från arbetsgivarens sida att uppnå ökad attraktivitet, har förbättrat organisationens förmåga att attrahera sjuksköterskor till organisationen. Detta gjordes för att erhålla ökad kunskap och förståelse kring vilka attribut som faktiskt anses attraktiva av yrkesgruppen och därmed kan öka de anställdas benägenhet att vilja stanna kvar inom organisationen, och på så vis är önskvärda för arbetsgivaren att ta hänsyn till i arbetet med organisationens employer brand. Studien utgjordes av en deduktiv metod och genomfördes på legitimerade sjuksköterskor och sjuksköterskestudenter som när studien genomfördes gick termin fem och sex. Föreliggande studie bekräftar delar av tidigare forskning och gav indikationer om att de undersökta attributen faktiskt är av betydelse i val av arbetsgivare. Studien gav även indikationer att organisationens attraktivitet är beroende av vad medarbetare och externa aktörer kommunicerar för typ av information om den. De fem högst värderade attributen vid val av arbetsgivare var enligt studien: lojalitet, relationer, lön, arbetstid och stimulans. Studien indikerade att det kliniska basåret inte motsvarar respondenternas förväntningar och inte heller bidrar till organisationens attraktivitet i nämnvärd utsträckning. Som tidigare studier visar kan organisationens attraktivitet utgöra en nyckelvariabel i avgörandet om en potentiell medarbetare kommer intressera sig för organisationen eller inte.Public organizations often have limited financial resources and need to take them into consideration when managing the establishment. There is a need for public organizations to work with attractiveness towards stakeholders because of the, now, increasing competition for qualified personnel. The purpose of this study is to obtain an increased comprehension of how various attributes are valued by nurses and thus affect the choice of employers. The identified attributes to be examined are the following: Leadership, wages. stimulus, loyalty, status, working hours, physical activity and relationships. Furthermore, this paper aim to investigate whether the introductionprogram ”Kliniskt basår”, which is an employer’s attempt to achieve increased attractiveness, has improved the organization’s ability to attract nurses to their working force. This study is conducted to better understand, and gain knowledge about, which attributes stakeholder and employers take in to consideration when deciding to stay with-in an organization. The result would therefore be desirable for the employer to take into deliberation when designing the organizations employer brand. This study has a deductive approach and was conducted on licensed nurses and nursing students, which had at the end of the study passed semester five and six. The present study confirms parts of previous research and provides indications that the investigated attributes are of importance when choosing employers. The study also provides indications that the organizations attractiveness depends on the employees, and other external stakeholders portrayal of it. According to the study, the five most valued attributes in the choosing of employers are loyalty, relationships, wages, working hours and stimulus. The study indicates that the examined introduction program does not correspond to the expectations of the respondents; neither does it contribute to the attractiveness of the organization. As previous studies show, the appeal attractiveness of the organization may be a key factor in determining whether a potential employee will be interested in the organization or not.
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Chikamhi, Paul. "Educator misconduct : a study of labour relations in public schools in Namibia / Paul Chikamhi." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1710.
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Potts, W. H. C. "A systems analysis undertaken to improve employer awareness of and career opportunities for Hawkesbury agriculturalists." Thesis, View thesis, 1993. http://handle.uws.edu.au:8081/1959.7/422.
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Beginning in 1978, the learning paradigm of the Faculty of Agriculture at the (now) University of Western Sydney - Hawkesbury was progressivly altered from the classical didactic approach to, by 1985, a student self-directed, experiential learning environment. This entailed shifting from a faculty-perceived narrow agricultural production perspective to one of a multi-discplinary rural development focus. The focus of this systems inquiry is that of a marketer examining a well-established faculty task (function), with the objective of determining how well that task is being performed, and what (if any) remedial action is indicated. The inquiry indicates that there has been a failure to maximise potential in the faculty subsystem that is responsible for communication with concerned publics. The failure is general, in that it was not confined just to communication with employers of faculty outputs. All publics were involved; the faculty's separate messages were not being sensibly delivered to employers, prospective students, undergraduates, academic peers, and government. Analysis of the issues led to the development of a marketing (information) strategy that recognises the need to re-order the faculty's information-formulation and delivery subsystem. A series of proposals is advanced for consideration and debate by the Action Research Team as to which of these several actions should be considered as desirable and feasible for implementation. The estimated costs of implementation of the plan are presented on an item by item basis.
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Koresdoski, Amy E. "The Value of Distance Learning MBA Programs to Employers and Employees." NSUWorks, 2001. http://nsuworks.nova.edu/gscis_etd/642.
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The goal of this study was to examine the perceived value of distance learning MBA degrees to employers and employees. Value was measured by promotion, improved job security, an increase in money, position or status, additional knowledge, or the expertise that the more highly educated employee brings to the work place. Feedback from employers and employees was used to examine their perceptions, support and acceptance of non-traditional degrees in the workplace.
Two online, web-based surveys were used to solicit opinions. The samples used included students who graduated from distance learning (DL) MBA programs and human resource professionals. The graduates were identified by university representatives using alumni lists for their MBA distance learning programs. Survey requests were provided to university representatives, who forwarded them to the graduates. Human resource professionals were identified through the Fortune 500 web site and the Society of Human
Resource Professionals. Requests were mailed to human resource professionals. Requests to complete the survey were also posted to graduate school and human resources forums. There were 167 responses to the Survey of Graduates and 159 responses to the Survey of Human Resource Professionals. Approximately 660 survey requests were mailed with an average response rate of approximately 50%.
The investigator expected to find that graduates of DL MBA programs would see a link between their degree and promotions or salary increases. The Survey of Graduates results showed that graduates felt their distance learning degree programs were a viable alternative to conventional degrees and believed their DL degrees would be as valuable as degrees earned through traditional programs. It was expected that some human resource professionals would not see a difference between the two degree types and others would feel that DL degrees were inferior. In fact, some employers were skeptical of distance learning degree programs and did not hold them in the same light as traditional degree programs. Many employers did not care where an employee earned the degree as long as the expected performance was evident.
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Rao, Neel. "Essays in Labor Economics and Contract Theory." Thesis, Harvard University, 2012. http://dissertations.umi.com/gsas.harvard:10205.
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This dissertation consists of three essays in labor economics and contract theory. The first essay examines whether one’s wage is based on information about the performance of one’s personal contacts. I study wage determination under two assumptions about belief formation: individual learning, under which employers observe only one’s own characteristics, and social learning, under which employers also observe those of one’s personal contacts. Using data on siblings in the NLSY79, I test whether a sibling’s characteristics are priced into one’s wage. If learning is social, then an older sibling’s test score should typically have a larger adjusted impact on a younger sibling’s log wage than vice versa. The empirical findings support this prediction. Furthermore, I perform several exercises to rule out other potential factors, such as asymmetric skill formation, human capital transfers, and role model effects. The second essay analyzes the influence of macroeconomic conditions during childhood on the labor market performance of adults. Based on Census data, I document the relationship of unemployment rates in childhood to schooling, employment, and income as an adult. In addition, a sample from the PSID is used to study how the background attributes of parents raising children vary over the business cycle. Finally, information from the NLSY79-CH is examined in order to characterize the impact of economic fluctuations on parental caregiving. Overall, the evidence is consistent with a negative effect of the average unemployment rate in childhood on parental investments in children and the stock of human capital in adulthood. The third essay studies the bilateral trade of divisible goods in the presence of stochastic transaction costs. The first-best solution requires each agent to transfer all of her good to the other agent when the transaction cost reaches a certain threshold value. However, in the absence of court-enforceable contracts, such a policy is not incentive compatible. We solve for the unique maximal symmetric subgame-perfect equilibrium, in which agents can realize some gains from trade by transferring their goods sequentially. Several comparative statics are derived. In some cases, the first-best outcome can be approximated as the agents become infinitely patient.Economics
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Ivan, Elaine R. "Examining factors affecting transfer of learning for centralized medical schedulers in a hospital setting." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/EIvan2007.pdf.
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Martin, Gregg D. "The effects of employee characteristics and work environment factors on learning during training and on pretaining motivation to learn /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9821349.
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Kåberg, John, and Malin Stålbrand. "Skanska 21 - en fallstudie av ett studentprogram." Thesis, KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-136784.
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Skanska 21 is a student program for university students. The program runs for a year and a half parallel to university studies. It is aimed at those studying a few specific master engineering programs at Lund University, Royal Institute of Technology (KTH), Chalmers University of Technology or Luleå University of Technology. The program consists of a number of program meetings such as company presentations, a boarding school week, rhetoric training and project visits. The aim of the project is to evaluate the Skanska 21 student program. This has been done by conducting a study on how the program is designed, how it is implemented and the results it produces. Finally, some suggestions on how to improve the program have been made. The survey was conducted using interviews and questionnaires to persons within the Skanska 21 management and current and former Skanska 21 students. The theoretical aspects presented in the report focus on the theories of mentoring, experiential learning, employer branding and professional development. The findings show that the formal objectives that have been set for Skanska 21 are met to a large extent. Keywords: Skanska 21, Skanska, student program, trainee, executive recruitment, employer branding, experiential learning, learning, mentoring, professional development.SammanfattningSkanska 21 är ett studentprogram för studenter som bedriver universitetsstudier och pågår i ett och ett halvt år parallellt med studierna. Programmet riktar sig till de studenter som går några få utvalda civilingenjörsprogram vid Lunds Tekniska Universitet, Kungliga Tekniska Högskolan, Chalmers Tekniska Högskola eller Luleå Tekniska Universitet. Programmet består av ett antal programträffar bestående av bland annat företagspresentationer, en internatvecka, retorikutbildning och projektbesök.Syftet med examensarbetet är att genomföra en fallstudie av studentprogrammet Skanska 21. Detta har gjorts genom en studie av hur programmet är konstruerat, hur det genomförs och vilket resultat det ger. I rapporten finns förslag på förbättringsmöjligheter. Undersökningen har genomförts med hjälp av intervjuer och enkäter till personer inom Skanska 21:s ledning samt nuvarande och före detta adepter.De teoretiska aspekterna som presenteras i rapporten fokuserar på teorier kring mentorskap, upplevelsebaserat lärande, arbetsgivarvarumärke och kompetensutveckling. Slutsatserna visar att de formella målen som sätts upp för Skanska 21 uppfylls till stor del.Skanska 21 är ett studentprogram för studenter som bedriver universitetsstudier och pågår i ett och ett halvt år parallellt med studierna. Programmet riktar sig till de studenter som går några få utvalda civilingenjörsprogram vid Lunds Tekniska Universitet, Kungliga Tekniska Högskolan, Chalmers Tekniska Högskola eller Luleå Tekniska Universitet. Programmet består av ett antal programträffar bestående av bland annat företagspresentationer, en internatvecka, retorikutbildning och projektbesök.Syftet med examensarbetet är att genomföra en fallstudie av studentprogrammet Skanska 21. Detta har gjorts genom en studie av hur programmet är konstruerat, hur det genomförs och vilket resultat det ger. I rapporten finns förslag på förbättringsmöjligheter. Undersökningen har genomförts med hjälp av intervjuer och enkäter till personer inom Skanska 21:s ledning samt nuvarande och före detta adepter.De teoretiska aspekterna som presenteras i rapporten fokuserar på teorier kring mentorskap, upplevelsebaserat lärande, arbetsgivarvarumärke och kompetensutveckling. Slutsatserna visar att de formella målen som sätts upp för Skanska 21 uppfylls till stor del.
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DeLoria, Julie Elizabeth. "A Comparative Study of Employee Commitment: Core and Contract Employees in a Federal Agency." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/29324.
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This study examined commitment levels of two groups of employees: core government employees and contract employees who directly supported the Federal Government. The sample included 85 government employees and 131 contract employees. The research identified each group's level of commitment to various work entities. These included: immediate government office, government organization, employer, and occupation. The focus was on affective commitment, i.e., an employee's emotional attachment to, and desire to maintain membership with, a work entity. A measure was also taken for socialization-related learning.
The purpose was to determine if there were: (1) differing levels of affective commitment among the immediate government office, government organization, the employer, and the occupation within each group, (2) differences in work entity affective commitment levels between the two groups, (3) differences in levels of socialization-related learning between the two groups (4) relationships between socialization-related learning levels and work entity affective commitment levels for each group, (5) differences in work entity affective commitment levels in relation to certain demographic variables, and (6) relationships between certain demographic variables and work entity affective commitment levels for each group.
Findings indicated that both groups of employees did vary in commitment levels to various work entities. Government employees displayed the most commitment to the occupation and least to the immediate office. Contract employees also displayed the most commitment to the occupation but the least to the government organization. Between the two groups, commitment level to the employer differed significantly with contractors displaying a higher level to the employing firm than government employees recorded to the Federal Service. Work entity had a significant effect and a significant employee group-by-work entity interaction was found. Differences in socialization-related learning levels and a relationship between socialization-related learning and work entity affective commitment levels were found for both groups. Several relationships between demographic variables and work entity affective commitment levels were also found for both groups.
Formal and informal interventions and work delegation strategies are recommended for organizations involved in employment relationships involving core and contract employees. Areas for future research are also presented.Ph. D.
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White, Suzanne. "E-learning in the workplace : expectations and experiences of employers and employees in the SME financial services sector." Thesis, Lancaster University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.429951.
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Marakani, Sumeesha. "Employee Matching Using Machine Learning Methods." Thesis, Blekinge Tekniska Högskola, Institutionen för datavetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-18493.
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Background: Expertise retrieval is an information retrieval technique that focuses on techniques to identify the most suitable ’expert’ for a task from a list of individuals. Objectives: This master thesis is a collaboration with Volvo Cars to attempt applying this concept and match employees based on information that was extracted from an internal tool of the company. In this tool, the employees describe themselves in free-flowing text. This text is extracted from the tool and analyzed using Natural Language Processing (NLP) techniques. Methods: Through the course of this project, various techniques are employed and experimented with to study, analyze and understand the unlabelled textual data using NLP techniques. Through the course of the project, we try to match individuals based on information extracted from these techniques using Unsupervised MachineLearning methods (K-means clustering).Results. The results obtained from applying the various NLP techniques are explained along with the algorithms that are implemented. Inferences deduced about the properties of the data and methodologies are discussed. Conclusions: The results obtained from this project have shown that it is possible to extract patterns among people based on free-text data written about them. The future aim is to incorporate the semantic relationship between the words to be able to identify people who are similar and dissimilar based on the data they share about themselves.
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Freire, Derneval Gondim. "A percep????o de gestores de universidades corporativas da cidade de S??o Paulo sobre a forma????o em controladoria como compet??ncia para o alinhamento do perfil dos gestores ??s estrat??gias das organiza????es." FECAP - Faculdade Escola de Com??rcio ??lvares Penteado, 2010. http://132.0.0.61:8080/tede/handle/tede/467.
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Previous issue date: 2010-09-02The professional development in the era of knowledge economy is responsible for making people rethink the department of development and training, so as to give room for the Corporate Universities (CU), which aims to offer continuous education. One of the most relevant functions of the CUs is to promote the alignment between companies strategies and their managers?? profiles. Therefore, the aim of this work was to identify and analyze the managers?? perceptions, who work in S??o Paulo city, concerning the importance of the controllership in the alignment between the companies strategies and their managers?? profiles. Firstly, it was used a bibliographic study, showing that there is a consensus about the importance of the CUs in the continuous formation of managers and other people from the companies staff. Secondly, it was realized a descriptive investigation of qualitative nature, based on an interview protocol, applied to managers and consultants who work in three CUs in S??o Paulo city. The collected information was analyzed by means of content analysis. The obtained results confirmed what was found in the literature: it demonstrates that the CUs can contribute with the improvement of managers abilities concerning the knowledge in controllership, so as to diminish the gap between university courses offered by universities. So, this work contributes with a sugestion by the main office??s managers in controllership.
O desenvolvimento profissional, na era da economia do conhecimento, faz as organiza????es repensarem o departamento de treinamento e desenvolvimento, que pode ceder espa??o para as universidades corporativas (UCs), voltadas para a educa????o continuada. Uma fun????o relevante das UCs ?? promover o alinhamento entre as estrat??gias das organiza????es e o perfil de seus gestores. Assim,o objetivo desta pesquisa foi identificar e analisar a percep????o dos gestores que atuam nas universidades corporativas na cidade de S??o Paulo, sobre o papel da controladoria no alinhamento entre as compet??ncias dos gestores e as estrat??gias das organiza????es. Utilizou-se, no primeiro momento, um estudo bibliogr??fico, indicando que h?? um consenso sobre a import??ncia das UCs na forma????o continuada dos gestores e demais colaboradores das organiza????es. No segundo momento da pesquisa, realizou-se uma investiga????o descritiva de natureza qualitativa, apoiada em um roteiro de entrevista aplicado a gestores que atuam em tr??s universidades corporativas na cidade de S??o Paulo. As informa????es levantadas foram analisadas por meio de an??lise de conte??do. Os resultados obtidos confirmaram os achados na revis??o da literatura, demonstrando a percep????o dos sujeitos entrevistados de que as universidades corporativas podem contribuir para o aprimoramento das compet??ncias dos gestores quanto aos conhecimentos de controladoria, diminuindo a lacuna existente entre os cursos superiores ofertados pelas IES. Por fim, este trabalho vem contribuir com uma sugest??o de matriz de compet??ncias dos gestores em controladoria.
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Cilliers, Willem Johannes. "An experiential learning process for the advancement of previously disadvantaged employees in an industrial context." Thesis, Pretoria : [s.n.], 1999. http://upetd.up.ac.za/thesis/available/etd-11062006-153522.
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Lewis, Adam H. "Technology and Collaborative Learning in Employee Training." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1508160808319683.
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Sete, Lerato Virginia. "Staff retention at an institution of higher learning." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/6564.
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The purpose of this study was to investigate staff retention at an institution of higher learning. The University of South Africa (UNISA) was the institution under scrutiny in this study. The reason for conducting the study was that employees at UNISA, and especially those at the College of Science, Engineering and Technology (CSET) with scarce skills, were difficult to attract and retain in their positions. It is thought that this scenario could create an increased workload and lead to stress and job dissatisfaction among remaining staff members in the college. This could resultantly influence the quality of education rendered to students. It was therefore important to identify the reasons behind staff turnover and to consider possible retention strategies that could be employed to retain employees at UNISA. The theoretical study focused on two main facets: factors that influence an employee’s decision to either leave or stay in an organisation; and on retention strategies used by the institution. In addition, interviews were conducted with a senior executive in the Human Resource Department and a senior academic manager in CSET at UNISA, to gain their views on how scarce skills were defined, the reasons for staff turnover and the utilisation of retention strategies to retain employees. A qualitative analysis was applied to the interview responses. In addition, a survey consisting of a self-administered questionnaire was conducted amongst academic staff at CSET and 64 responses were received, which represented a response rate of 30%. The questionnaire focused mainly on turnover intention, factors influencing turnover and retention strategies. The information gathered from the questionnaire was statistically analysed and interpreted. The respondents provided mostly positive responses to personal, job and organisational factors which influence retention compared with market factors, indicating that these factors played a significant role in retention. The results revealed that factors such as: remuneration and packages; recognising academic staff for their contribution; providing a satisfying and stimulating work environment; valuing and engaging employees and empowering supervision could be used to retain employees with scarce skills. The respondents agreed that UNISA could be perceived as an employer of choice and was actively seeking ways to retain employees, but were uncertain of the extent to which a fair compensation system, an attractive value proposition and care for employees with scarce skills were evident. No significant differences were found in terms of length of service, gender or race.
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Rubio, Rius Daniela. "Employee learning in a transient alliance: Exploring learning enablers, facilitators, and obstacles." Thesis, University of Canterbury. Psychology, 2015. http://hdl.handle.net/10092/10522.
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The aim of this study is to explore the main contributors and obstacles to employee learning in the context of an alliance using the framework of a complex embedded multiple-case study. The two participant alliance partner organisations (APOs) are natural competitors that have joined to respond to urgent community needs of the city of Christchurch following the major earthquakes in September 2010 and February 2011. At the moment of the in-depth interviews, it had been about four years since those events occurred. There are continuous, unexpected circumstances that still require attention. However, the alliance has an expiry date, thus reinforcing the uncertain work environment.
The main enablers found were participative, collaborative learning encouraged by leaders who embraced the alliance’s “learning organisational culture”. Employees generated innovations mostly in social interaction with others, while taking on responsibility for their learning by learning from mistakes. The main obstacle found is competition, as inhibitor of collaboratively sharing their knowledge out of fear of losing their competitiveness.
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Judkins, Jeffery W. "Developing a self-directed learning environment that motivates employees to maximize learning opportunities." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999judkins.pdf.
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Mellows, K. L. "Employed carers' empathy towards people with learning disabilities." Thesis, Canterbury Christ Church University, 2012. http://create.canterbury.ac.uk/11170/.
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Section A presents the hypothesis that attachment representations determine individuals’ capacities for empathy, which is necessary for sensitive and responsive caregiving. It reviews the evidence pertaining to whether this hypothesis applies within the context of employed caregivers caring for adults with learning disabilities. The evidence is considered in a stepwise fashion, based on four literature searches. The paper concludes by considering the implications of this literature for clinical practice and future research. Section B is an empirical research paper which describes the development of a new questionnaire aiming to measure employed carers’ empathy towards people with learning disabilities. It describes how investigation of the questionnaire’s factor structure illuminated the salient processes that may influence empathy in this specific relational context. It presents evidence of the questionnaire’s construct validity, internal reliability and test-retest reliability. The results are linked to existing literature and recommendations for clinical practice are made. Limitations of the study and directions for future research are considered.
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Pepper, Jeff. "Learning to train a train-the-trainer program." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005pepperj.pdf.
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Mat, Shafizal. "Employee motivation and learning behaviours in selected manufacturing industries." Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/23158.
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The topics of motivation and job satisfaction have been of interest to researchers over the past decades. Many researchers and practitioners have studied the driving factors to motivate staff in the workplace, but no specific findings have shown correlation between motivation and job satisfaction. Problems of motivation and job satisfaction have continued to plague many developing countries like Malaysia. This study is an attempt to improve the understanding of the human contribution to variability in manufacturing industries and the focus areas are work motivation, satisfaction and performance as well as relationships with learning behaviours of employees in the workplace. The research work can be categorized into three parts. The first part consists of pilot study which was conducted to determine the practicality and validity of method/instruments used in the research. The pilot study also helped to correct the flaws/weaknesses of the method before employing it in the full-scale research study. Secondly, an experimental study was carried out to identify the motivation, satisfaction, performance and learning behaviour of unskilled and skilled employees doing simple or complex tasks individually or in group. The final part was an industrial study conducted with 356 employees from various positions and backgrounds in selected manufacturing industries in Malaysia. Based on the findings, it has been shown that unskilled employees preferred doing complex tasks in a group rather than doing simple tasks and skilled employees preferred doing complex tasks individually rather than in a group. It increased their work motivation, satisfaction and performance. It was found that task identity (simple tasks) and learning behaviours (individual learning of unskilled employees) can be the reason for employees to leave in the future. The task identity (task complexity) can be an important factor in job design in organisations and it is significant in the learning process of unskilled and skilled employees in manufacturing industries, particularly in Malaysia. It was also found that learning in a team (group) appears to be a very significant factor in workplace learning for both unskilled and skilled employees. The study has shown that there are relationships between motivational and learning behaviours of skilled and unskilled employees and this knowledge is expected to be useful for employers and policy makers in organisations especially in manufacturing industries in Malaysia.
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Lopez-Martinez, Jose A. "Relation between Employee Learning, Emotional Intelligence, and Organizational Performance." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7485.
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Many managers of Puerto Rican corporations have not been able to assist employees in their recovery from the devastation left by Hurricane Maria. This lack of assistance has resulted in high employee attrition rates, low productivity, anxiety, isolation, anguish, despair, panic attacks, and depression. Scholarly literature lacks research on emotional intelligence and learning in corporate, postdisaster contexts; both capacities may mitigate employee stress due to the uncertainty inherent in postdisaster conditions and motivate employees to persevere in the face of adversity. The purpose of this quantitative study was to assess the relationship between employee learning, emotional intelligence, and organizational performance. The theoretical framework applied was human capital theory. The research questions focused on how employee learning and emotional intelligence are related to organizational performance. The sample was 90 full-time employees of multinational corporations in Puerto Rico. Data were collected through SurveyMonkey using the Workplace Learning Scale, the Trait Meta-Mood Scale, and the Organizational Performance Scale. Regression analysis was used to analyze the data, and both employee learning and emotional intelligence were found to have a statistically significant positive relationship with organizational performance (β = .563, p = .000; β = .348, p = .000). To more fully capture participants' thoughts and feelings, a mixed methodology is recommended for future research. The results of this study could assist human resources managers in their selection of training that enables employees to gain the skills needed to support business continuity and personal welfare in postdisaster environments.
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Toll, Debora K. "The transfer of learning: Employees' lived experiences." Thesis, University of Ottawa (Canada), 2004. http://hdl.handle.net/10393/29178.
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The employees' ability to continuously and collectively learn, and to apply their learning are critical to their own and their organization's performance. This study, therefore, sought to understand employees' perceptions of and experiences with the application of or, transfer of their learning. It also sought to understand the interplay between the three primary transfer sources. The overarching research question that guided this study was what were employees' lived experiences with transfer? The subquestions were how do employees transfer their learning, when did transfer enter their learning experiences, and why did they believe that transfer occurred? A hermeneutic phenomenological research design was employed. The participants' lived experiences were examined, described and interpreted. By allowing the participants' voices to resonate throughout the text, the depth, richness and meaning of their experiences were captured. Seven federal government employees, at the administrative, professional and managerial levels, comprised the purposeful sample. The participants engaged in a formal audiotaped interview, an informal interview and a focus group session.
Eight main themes emerged from the data analysis. Two themes, related to the individuals' characteristics, were the desire to learn and how transfer occurred. Four themes, related to the training program's design and development features, were discourse, application of the learning to life's situations, learning by doing and when transfer entered the learners' learning experience. The last two themes, related to the organizational climate characteristics, were an open and supportive culture, and the major challenges to transfer. The transfer research, comprised of the individuals' characteristics, training program features and organizational climate characteristics, provided one lens through which the findings were interpreted. Three adult learning theories, self-directed, situated cognition and transformational learning, provided the second lens.
The transfer and adult learning literatures were quite complimentary. The learning theories however, brought a broader and more comprehensive understanding to many of the participants' transfer experiences. The theories, by illuminating the interplay between the primary transfer sources, integrated the quantitative transfer research findings into a more coherent body of knowledge. This research also contributed to a more fullsome understanding of the learning theories and the difficulties in measuring transfer. Adult education principles and practices appear to be well positioned to enhance employees' transfer efforts as transfer does indeed appear to be a key concept in adult learning.
This study advances our understanding of transfer from the perspective of the employees' "lived" experiences, and of the complexities of transfer. The findings are relevant to adult education practices, and to organizations and employees in better understanding and facilitating transfer.
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Anderson, Elena. "Convergence of andragogy and e-learning to facilitate employee engagement in the workplace learning." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/214045/1/Elena_Anderson_Thesis.pdf.
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Workplace learning presents a range of challenges imposed by a lack of understanding of how to engage a mature aged workforce in e-learning practices. Noteworthy, there is potential for andragogic principles to facilitate engagement in workplace e-learning. Therefore this study seeks to investigate how to engage a mid-career workforce through theory-driven convergence of andragogy and e-learning.
This study found that engagement is highly dependent on ‘e-learning readiness’ by both employees and organisations. Also, despite being mature mid-career workers, age characteristics were not considered a barrier to being e-ready; however, educational level and cultural background appeared to be key challenges.
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Gardiner, Helen. "Lifelong learning in organizations, differentiating factors between adult employee groups." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34960.pdf.
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Intaraprasert, Channarong. "Language learning strategies employed by engineering students learning English at the tertiary level in Thailand." Thesis, University of Leeds, 2000. http://etheses.whiterose.ac.uk/819/.
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The present investigation is descriptive-interpretative in nature. It has been designed a) to describe types of language learning strategies which Thai engineering students reported employing; b) to investigate patterns of variations in frequency of students' reported strategy use with reference to type of institution, gender, `perceived' class size, location of institution, and language proficiency levels; and c) to examine the relationships between frequency of students' reported strategy use and the five independent variables. Two main strategy categories, i. e. classroom-related, and classroom-independent, have been examined. The data for the investigation were collected in two phases with different instruments. Semi-structured interviews, and a strategy questionnaire were used as the main methods for the first and second phases of data collection respectively. The thesis comprises eight chapters. Chapter one is an introduction to the thesis. It provides both a background and a context to the present investigation. Chapter two presents the review of related literature and materials on language learning strategies in order to locate the present investigation in the context of previous research and authors' opinions. Chapter three reviews research methodology in language learning strategies, and the conceptual framework for the present investigation. Chapter four presents how the strategy inventory for the present investigation has been generated as the results of student interviews, and the construction of the strategy questionnaire. Chapter five presents the processes of the construction and validation of the proficiency test which was used to determine students' language proficiency levels. Chapter six examines frequency of strategy use reported by 570 Thai engineering students, ranging from overall strategy use to use of strategies at the individual level. Statistical methods such as mean of frequency, standard deviation, and percentage are used to help interpret the data. Chapter seven examines the relationships between frequency of students' reported use of strategies and the five variables. In doing so, an analysis of variance (ANOVA), chi-square tests, and a factor analysis are used as the main statistical methods. Chapter eight summarises the findings of the investigation and discusses the results of the research findings. In addition, the Chapter discusses limitations of the present investigation and proposals for future research. as well as the implications for the teaching and learning of English for engineering students in Thailand. The findings of the research show that Thai engineering students, on the whole, reported medium frequency of strategy use. They reported higher frequency of use of classroom-relateds trategies than classroom-independenst trategies. The results of the data analysis also demonstrate that frequency of students' overall reported use of strategies varied significantly in terms of `type of institution', and `language proficiency levels'. Regarding `gender', `perceived' class size, and `location of institution', these three variables were not found to have much relationship to students' choices of strategy use. The results of the investigation also suggest that language proficiency may be related to students' employment of out-of-class strategies, especially those involving utilising media, as well as computer programmes in English as a source of the target language input.
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Seger, Alfiya, and Atoosa Graylee. "Employee development programs: Employee motivation to attend voluntary technical trainings in High-tech companies in Sweden." Thesis, Mälardalens högskola, Akademin för ekonomi, samhälle och teknik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-19482.
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Nowadays, there is a major issue that increasing demand for employees learning and development: technological development. Technological development pushes employees to learn more and companies to offer development programs to their employees. There is always a need for employees to learn new skills, norms and values and develop the personal mastery. Organizations, on the other hand, should empower and encourage employee to develop and to perform a task. The purpose of this study is to identify and investigate the factors, which motivate employees for attending voluntary technical trainings, and to understand to what extent the managers affect employees’ willingness to participate in non-mandatory technical trainings in High-tech MNCs in Sweden. What motivates employees to attend non-mandatory technical development programs and trainings on products in High-tech companies in Sweden? To what extent does manager affect employees’ willingness to attend voluntary technical trainings? A mixed method is used in this research, which is a combination of both qualitative and quantitative methods. Seven semi-structured face-to-face Interviews were conducted with both senior managers and employees in studied companies. Survey was conducted online and sent to employees in four high-tech companies in Västmanland, Sweden. Conclusion: There are different motivations for employees to attend voluntary technical trainings in Sweden such as desire to stay updated with the technologies, self-fulfillment and interaction with others. Managers play a more supporting rather than supervisory role in the whole process of employees learning.
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Rossouw, Margaret Calldo. "'n Arbeidsregtelike perspektief op die werksvervulling van die graad R–opvoeder / Margaret C. Rossouw." Thesis, North-West University, 2011. http://hdl.handle.net/10394/4853.
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Current policy to extend early childhood education by placing grade R in public primary schools is politically, economically and educationally motivated. Quality education in grade R has definite long term economic advantages and could ensure equal educational opportunities. The educator is a key factor in this issue and her perception of her work life determines to a large extent the success of the initiative.
The work fulfilment of the grade R educator is approached in this research from a labour law perspective and was conducted in the field of Education Law. The philosophic base of Education Law is found in the German educational term geborgenheit, which refers to the safety and security of all role players in education. The experience of security is regarded as a prerequisite for work fulfilment. The Constitution, education legislation, labour law, relevant case law and the common law were studied as legal determinants for work fulfilment.
A qualitative enquiry into educators’ perceptions of their work life was conducted amongst participants in a specific area, which included schools from different socio–economic and cultural backgrounds. The essence of the findings is that, in spite of the existence of legislation which in principle should provide for physical and psychological security, educators still experience insecurity and therefore a lack of work fulfilment because of the ineffective implementation of law and policy.
Widespread ignorance regarding the nature of quality education in grade R exists and the insistence on educator centralised teaching limits the work fulfilment of especially well–trained educators. Awareness of the advantages of a play based, whole–child approach has to be developed. This approach, as well as knowledge of legal determinants, promote work fulfilment, since both serve the best interests of the child as well as the educator.Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.
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Barcus, Sydney Anne. "The impact of organizational learning and training on multiple job satisfaction factors." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5202/.
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This study explored benefits of providing employee training and development beyond the specific content covered in such interventions. The relationship between training and development opportunities, and associated factors (job satisfaction, organizational commitment, and turnover intent) were significant among participants. Implications for training and development investment returns are considered. Previous research has identified training and development as an antecedent to perceived organizational support. Results failed to confirm perceived organizational support as mediating the relationship between training and organizational commitment. Age was found to be significantly correlated with job satisfaction, organizational commitment, and turnover intent, while education level was not found to have an impact. Limitations of this study, practical implications and recommendations for further study are discussed.
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Eliasson, Tove. "Empirical Essays on Wage Setting and Immigrant Labor Market Opportunities." Doctoral thesis, Uppsala universitet, Nationalekonomiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-226084.
Full textAbstract:
This thesis consists of three self-contained essays. Essay 1: This essay estimates wage assimilation among non-western immigrants in Sweden, controlling for selection into employment by including individual fixed effects. Furthermore, using matched employer-employee panel data covering the complete Swedish labor market, this essay decomposes wage catch-up into relative wage growth within and between workplaces and occupations. The results show that failing to control for selection into employment is likely to underestimate relative wage growth of immigrants, as early entrants in the labor market differ from later entrants along unobservable dimensions. Even after 30 years in the country, the group of non-western immigrants still earns substantially lower wages than natives. Wages catch up mainly within workplaces and occupations, suggesting that improved signals of productivity, rather than improved knowledge of job options, are of importance for the wage growth of non-western immigrants. Essay 2: Earlier research has shown that immigrant- and minority entrepreneurs have difficulties accessing capital through the formal financial markets. This essay studies what role immigrant employees within the local bank sector have for the probability of immigrants to run their own businesses. I use linked employer-employee data covering the whole Swedish labor market for the years 1987 to 2003 and utilize a nationwide refugee dispersal policy to get exogenous variation in the exposure to co-ethnic bank employees. Results suggest that there is a positive relation between co-ethnic bank employees and the probability of being self-employed. This effect is most pronounced for immigrants who arrived with low education, for males and for those residing in metropolitan regions. The effects are substantial and robust to a wide set of controls for labor market characteristics of the ethnic group at the local level. These results provide evidence of an ethnic component in the formal credit markets. Essay 3 (with Oskar Nordström Skans): This essay investigates the impact of a collective agreement stipulating a one shot increase in establishment-specific wage levels in a public-sector setting where wages otherwise are set according to individualized wage bargaining. The agreement stipulated that wages should increase in proportion to the number of low-paid females within each establishment. We find that actual wages among incumbents responded to the share of females with a wage below the stipulated threshold, conditional on the separate effects of the share of low wage earners, and the share of females. We find clear evidence of path-dependence in wages, covered workers remained on higher wage levels 4 years after the agreement took effect. The increase in wages resulted in a reduced probability of exit among young workers with relatively good grades and a lower frequency of new hires at the establishment level.
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Skippington, Peter A. "Windows into learning : workplace assessment by videoconferencing." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36548/1/36548_Skippington_1998.pdf.
Full textAbstract:
This study investigates the outcomes of assessment and learning when adult learners and
their assessors use desktop videoconferencing to conduct assessment of workplace skills.
In particular it examines whether a virtual learning environment created through the
application of desktop videoconferencing systems allows for meaningful workplace
assessment and associated learning.
A review of the literature associated with videoconferencing showed that the majority of
studies on the use of videoconferencing in learning have focused only on the delivery of
learning. That is, there was no identifiable research which addressed specifically the use
of videoconferencing for assessment purposes. This study, therefore, builds on identified
general research on the application of videoconferencing and extends the research in two
specific ways. Firstly, whereas current research on videoconferencing bas traditionally
focused on the delivery of programs in the school and higher education sector, this study
examines applications in the vocational education and training sector. SpecificaJly, the
study examines the impact of videoconferencing in the development of skills in the
workplace. Secondly, by focusing on assessment as a significant element of the learning
process, the study extends the current research base which has focused only on the
delivery and support of learning.
A qualitative research design was implemented which aimed to produce 'interpretative
accounts' of the phenomena under investigation. The interpretative research methods and approaches implemented in this study allowed the researcher to emphasise the
contextual setting in which the events under investigation occurred. The research
methods and approaches allowed the researcher to examine a particular, small scale
innovation in a specific context and to examine the unique ways in which the innovation
was implemented.
Major findings of the study include the following:
• Desktop videoconferencing was reliable, convenient and easy for both teachers and
learners to use.
• The use of videoconferencing increased the flexibility and ease with which
assessment could be undertaken in the workplace.
• Workplace assessment by videoconferencing proved to be as re liable and valid as
face-to-face assessment techniques (including site visits and the use of contract
assessors).
• Workplace assessment by videoconferencing provided consistent approaches which
facilitated the development of meaningful relationships between teachers and
learners thereby encouraging an appreciation of assessment as a major part of a
continual learning process.
While the findings extend the knowledge base of the educational applications of
videoconferencing, there are limitations to the research that must be recognised. The
research is limited to a small number of learners and teachers working and learning in a
specific location within a specific context. Conclusions and findings of the study must be recognised as site specific. While the study offers significant insights into a particular
and unique learning context, it is not the purpose of the study to deve]op abstract
propositions that are universally acceptable across sites.
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Snowden, Harold. "Blended learning in a corporate training environment." [Denver, Colo.] : Regis University, 2009. http://165.236.235.140/lib/HSnowden2009.pdf.
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Liu, Yuanyang. "Predicting labor market competition and employee mobility — a machine learning approach." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6977.
Full textAbstract:
Applying data analytics for talent acquisition and retention has been identified as one of the most urgent challenges facing HR leaders around the world; however, it is also one of the challenges that firms are least prepared to tackle. Our research strives to narrow such a capability gap between the urgency and readiness of data-driven human resource management.
First, we predict interfirm competitors for human capital in the labor market utilizing the rich information contained in over 89,000 LinkedIn users' profiles. Using employee migrations across firms, we derive and analyze a human capital flow network. We leverage this network to extract global cues about interfirm human capital overlap through structural equivalence and community classification. The online employee profiles also provide rich data on the explicit knowledge base of firms and allow us to measure the interfirm human capital overlap in terms of similarity in their employees' skills. We validate our proposed human capital overlap metrics in a predictive analytics framework using future employee migrations as an indicator of labor market competition. The results show that our proposed metrics have superior predictive power over conventional firm-level economic and human resource measures.
Second, we estimate the effect of skilled immigrants on the native U.S. workers' turnover probability. We apply unsupervised machine learning to categorize employees' self-reported skills and find that skilled immigrants disproportionately specialize in IT. In contrast, the native workers predominantly focus on management and analyst skills. Utilizing the randomness in the H-1B visa lottery system and a 2SLS design, we find that a 1 percentage point increase in a firm's proportion of skilled immigrant employees leads to a decrease of 0.69 percentage points in a native employee's turnover risk. However, this beneficial crowding-in effect varies for native workers with different skills. Our methodology highlights the need to account for a multifaceted view of the skilled immigration's effect on native workers. Finally, we also propose a set of features and models that are able to effectively predict future employee turnover outcomes. Our predictive models can provide significant utility to managers by identifying individuals with the highest turnover risks.