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1
Dempsey, Mairead. "Impacts of the changing nature of the Vocational Education and Training (VET) system on educators within the VET system in Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/586.
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Vocational Education and Training (VET) in Australia has experienced an unprecedented rate of change in recent times dominated by economic discourses that point to the need for the VET system to contribute to economic development. This discourse includes increasing the competence of the present and future workforce to meet the emerging needs of the economy so Australia can compete in the global market. The VET sector in Australia operates within a National Training Framework that has been constantly changing over the past decade.
This study considered the impact of the changing nature VET policy on trainers of VET. The study explored the proposition that there is a link between VET trainer competency and a high level of non-compliance in the delivery and assessment aspects of the Australian regulatory standards.
This study includes an environmental scan, a review of key literature, interviews, a survey and findings from focus groups that relate to the VET trainer profile, impacts of sector changes and benchmarks for trainers of VET. The study draws on both quantitative and qualitative data to determine some of the impacts of policy changes on trainers operating within the system, from regulatory to operational perspectives.
This study identifies a basic profile of VET trainers in Australia. It found the pace of change of government policy, regulatory changes, expectations of industry and changes in learners had placed considerable strain on VET providers and their trainers. Some of the challenges identified by trainers included the capacity to reflect the requirements of National Training Packages and meets the needs of the diverse learner’s, and the use of new technology. They identified increased stress levels and pressure of time constraints to produce results.
The evidence indicated the disparity of content, delivery and assessment and modes of the benchmark Certificate IV in Training and Assessment was not conducive to consistency in trainer competency and ability to meet the changing needs of the VET environment.
An important conclusion was that the benchmark qualification for training and assessment within the VET sector does not provide sufficient skills and knowledge to enable trainers to confidently adjust to the speed of evolution within the VET sector. The findings led to recommendations that may help to inform government and policy makers who hold responsibility for the VET sector in Australia of possible future considerations in relation to trainers of VET.
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Putra, Andreas Wahyu Gunawan, University of Western Sydney, and Sydney Graduate School of Management. "Evaluating training programs : evaluating training programs for front line associates in the hotel sector in Sydney : demonstrating Kirkpatrick's model." THESIS_SGSM_XXX_Putra_A.xml, 2003. http://handle.uws.edu.au:8081/1959.7/723.
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Research for this project was undertaken by means of a broad and comprehensive literature search, a field study and the development of four working papers. It has been quoted,The hospitality industry appears to be facing increasing competitive pressures to improve the quality of its delivery of products and services. For many hotels, success depends largely on the availability of qualified line associates who are able to translate and consistently maintain their company's operational standards of service. Hotel companies, thus, must take training programs for front line associates seriously to accommodate the growing pressure to provide qualified associates. Consequently, many hotels now highlight training activities for front line associates as a means of providing an outstanding service for their customers. However, there is often scepticism about whether training actually pays off for organisations. Despite the importance of the topic, there appears to be little research on evaluating training for front line associates in the hospitality industry, particularly in the hotel sector. Therefore, this project is arguably pioneering in its analysis of applying the model chosen. It has demonstrated through empirical evidence the usefulness of the model to the four hotels in Sydney. This project has investigated evaluating training programs by analysing the reaction of the trainees, learning gained by the trainees, transfer of learning to the workplace by the trainees and training outcomes. The research is expected to be useful to other training practitioners and/or scholars who are interested in taking further research in the hospitality industry, particularly in the hotel sector.Doctor of Business Administration
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Sefton, Robin 1941. "Alternative futures : cultivating a new management paradigm in vocational education and training." Monash University, Faculty of Education, 2000. http://arrow.monash.edu.au/hdl/1959.1/7658.
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Poerio, Loretta. "An evaluation of police training in handling domestic violence situations." Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PM/09pmp745.pdf.
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Alturaigy, Abdullah S. "Evaluation of a training program in a major company in Saudi Arabia /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115519.
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Gonya, Odwa Otto. "Improving the effectiveness of training in Sanlam sky." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/15116.
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Sanlam Sky is a division of the Sanlam Group focusing on the developing markets. The division plays an important role in employing previously disadvantaged people with little or no prior training and experience. Training is the methodical development of Knowledge, Skills and Attitude that is required by the employee to perform a given task on the job satisfactorily. The training department therefore has a key responsibility of providing effective training to the newly appointed and existing employees and can be viewed as an essential vehicle for company success. The study identified that investment is allocated for the training and development of employees over the past years at Sanlam Sky and the organisation has not measured the effectiveness of training prior to this study. The main purpose of this study was to determine if the training initiatives at Sanlam Sky are effective or not and then identify factors to improve effectiveness of training at Sanlam Sky. The study also addresses the question of “what are the assessment methods for measuring T&D effectiveness that exist in the literature?” The empirical study included the distribution of a self-administered questionnaire amongst operations and distribution staff. Data was collected from multiple sources including 88 respondents and triangulated with unstructured interview data sourced from the learning managers; this data was used to assess the effectiveness of training and develop strategies for improvement. The findings indicate that the training provided at Sanlam Sky is effective, however there are no clear guidelines on identifying training needs in the organisation. The study identified that there is no evaluation framework that is used at Sanlam Sky. The trainees are not given an opportunity to choose how they want their training to be facilitated. Hypothesis of the study was tested and finally the study offers recommendations to be implemented in improving the effectiveness of training.
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Wan, Fook-gun, and 尹福根. "Development of methodologies for evaluating manpower training programmes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B31264530.
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Jones, Nigel V. "Occupational stress, a cross-sectional and logitudinal analysis." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1996. https://ro.ecu.edu.au/theses/953.
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This study investigated the presence of occupational stress among teachers. It did not set out to identify and explain variables associated with stress among teachers, rather the study focussed on the multitude of variables identified in the literature and sought to include these in a more extensive causal model. The study was conducted in two main stages. Firstly, a cross-sectional survey investigated the presence of stress among 230 teachers, as measured by Psychological Stress, Physical Health, Job Satisfaction and & desire to Leave their Job. The survey obtained information on stress outcome variables (Psychological Stress, Physical Health, Job Satisfaction and Wanting to Leave), biographical information, personality (Hardiness, Type A Behaviour, Locus of Control, Extraversion and Neuroticism), psycho-social variables, (Social Support, Problem Solving, Emotional Coping mechanisms and Self Esteem) and work and life stressors (Role Conflict, Role Ambiguity, Job Responsibility, Job Future Ambiguity, Underutilization of Skill, Inequity of Pay, participation in Decision Making, Administrative Support, Relationships with Peers, Extra Work, Wanted Extra Work, Workload, Work Hours and major Life Events). Causal models using path analysis were then generated to account for the relationships found within the data. Secondly a longitudinal study over six months was conducted on 242 teachers. The causal models generated in the first study were re-tested on this second group of teachers, both cross-sectionally and longitudinally. Furthermore the importance of existing levels of stress in the prediction of future stress was assessed. Finally a three year follow up was conducted on the survey's participants. The results of the investigations revealed that:-(i) the utility of demographic information in the stress process was inconsistent. (ii) that among measures of work stressors there are replication and redundancies. (iii) that the different stress outcome measures had different predictors. (iv) that the best fitting causal models for the stress process were direct effect models. (v) that existing stress levels am an important factor in the prediction of future stress levels. (vi) that those teachers who indicated a desire to leave teaching and/or were experiencing psychological stress, were more likely to leave teaching three years later. (vii) that there is a need to standardize both the outcome and predictor variables used in stress research. The implications of these results were then discussed as were areas for future research.
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Donaldson, Sherry. "A policy analysis of a private sector company's response to the career start traineeship." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1995. https://ro.ecu.edu.au/theses/1165.
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During 1994 BHP Iron Ore is investigating the costs benefits and possibilities of introducing a new Traineeship scheme called Career Start for the Metals and Engineering sector of its workforce. This study explores the factors which impact upon the introduction of the new competency based training scheme. It provides BHP with information for determining whether to adopt the Traineeship scheme as the sole entry level training program for the company, whether to reject the Traineeship scheme altogether, whether to run the Traineeship scheme side by side with the Apprenticeship scheme or to integrate it with the current Apprenticeship scheme in some form or other, within the Metals and Engineering sector. In order to make this determination BHP needs to decide upon a policy making process that is rational, comprehensive, objective, considered and that presents a range of alternatives with means to defined ends. A variation of the rational model for policy making is used to provide a broad framework for developing an answer to the major research question which is: What considerations does BHP need to take Into account to determine whether or not to introduce the Career Start Traineeship scheme? To answer the major research question several subsidiary questions based on the five steps of the rational model were pursued.
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Miller-Scott, Cheryl. "Evidence-Based Health Literacy Training Program for Occupational Therapy Professionals : Program Development and Evaluation." NSUWorks, 2014. https://nsuworks.nova.edu/hpd_ot_student_dissertations/2.
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This capstone project is a training program development and evaluation project. The purpose of the project was to develop, pilot, and evaluate an
evidence-based health literacy training program for occupational therapy professionals. Occupational therapy strives to be a science-driven profession, which provides client-centered care. Health literacy is a client-centered factor for which occupational therapy professionals require additional training to best serve their clients in all settings and across the lifespan. A review of health literacy literature was used in this project to develop the training program and offers a science-driven approach to this client-centered factor for occupational therapists to better serve their clients and their families. This program development project included pilot presentations of the training program at two locations, followed by the collection of feedback from the participants. The feedback was used to conduct a training program evaluation, which offered a platform for enhancements for future versions of the training program. The final objective of the project is to offer a program improvement plan and subsequently publish the evidence-based health literacy training program to make it available to all practicing occupational therapy professionals.
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Leung, Yuk-hi Patrick. "An evaluation of a nontraditional job training program for women in Ohio : an evaluation of a pilot project conducted by PREP-Ohio /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487267024997543.
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Loday, Karma Manee Chaiteeranuwatsiri. "An evaluation of training of instructors programme in enhancing the teaching skills of instructors of vocational training institutes of Bhutan /." Abstract, 2008. http://mulinet3.li.mahidol.ac.th/thesis/2551/cd412/4938036.pdf.
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Sanchez-Huerta, Denise. "Evaluation of the Efficacy of Staff Training to Conduct a Free Operant Preference Assessment." Thesis, The Chicago School of Professional Psychology, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10131832.
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The efficacy of a staff training procedure comprised of video review, role play, and verbal feedback to train three paraprofessionals who worked with adults with intellectual disabilities at an adult day center was evaluated. The paraprofessionals were trained to conduct a brief 5-min free operant preference assessment following a 10-step task analysis within the context of the staff training procedure. Results showed that all three paraprofessionals were able to accurately implement a free operant preference assessment with clients at the adult day center following training. Training was also shown to be time efficient, only requiring 3 to 7 training sessions, with each session lasting approximately 10 minutes in length, including set up of materials.
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Florence, Taryn Merillia. "Multi-skilling at a provincial training centre institution : post training evaluation." Thesis, Cape Peninsula University of Technology, 2011. http://hdl.handle.net/20.500.11838/1736.
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Thesis (MTech (Human Resource Management))--Cape Peninsula University of Technology, 2011As global and national markets become more competitive, businesses are forced to become more adaptable and the public service is by no means exempt from this phenomenon. Owing to a dynamic and ever-changing work environment, it is necessary for public servant employees to continuously update their knowledge and skills. However, in most organisations, the impact of training and development programmes are undermined. The value placed on increasing knowledge and skills is limited to attending a training programme. As a result, the newly acquired information and competencies are very seldom transferred from the classroom to the workplace and without a definite increase in performance and in service delivery; the contribution of actual learning is questionable. This research study therefore uses the Integrated Integrated Human Resource Administration and Persal (IHRAP) Programme (presented by the Western Cape Provincial Training Institute) to gauge the importance of post training evaluation and the benefits that can be derived from it, both for the department and the employee. In addition, the study evaluates whether the participants of the training programme are able to apply concepts and techniques learned in the classroom. It focuses specifically on human resource employees employed within the Provincial Government of the Western Cape, who is responsible for performing a number of different human resource functions. A survey was conducted amongst the participants of the IHRAP programme using a research questionnaire. After the results of the survey were collected and analysed, the researcher was able to determine where there were gaps in the post training evaluation process. Several recommendations are made to bridge these gaps and in doing so, enable the training programme to have a greater impact on the participants and in the workplace. In addition to evaluating the IHRAP programme, the need for continuous improvement in skills will always be essential, but departments must create the opportunities for participants to exercise these acquired skills effectively.
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Fontaine, Samuel G. "An evaluation of the orientation program for newly appointed Catholic primary principals." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1054.
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The structure and operation of Catholic schools in Western Australia have been in a process of change since the early 1970’s. Prior to 1971, most Catholic primary schools were administered by religious orders and much of the religious character of the school reflected the charisma of the particular religious order that operated the school. In the Year 2000 most Catholic primary schools former part of a state-wide system in which the Catholic Education Office (CEO) plays a major administrative and co-ordinating role.
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McGimpsey, Hester Sophia. "The supervisory training course of the SANDF : an occupational social work evaluation / by Hester Sophia McGimpsey." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1206.
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The productivity and well-being of the SANDF are dependent on the effective
functioning of its individual members, positive relationships amongst various
groups of members and between members and the organization. Military social
work, based on occupational social work, was established in order to support the
well-being of the organization. Supervisors within the South African National
Defence Force play a fundamental role in the management and assistance of
employees and organizational units whose performance is affected by a range of
problems. These supervisors are the key role players in the identification and
effective referral of 'employees whose performance is affected by problem
situations. The Supervisory Training Course was developed and implemented by
military social workers as a training aid to equip supervisors in appropriate ways
of managing and assisting employees and organizational units. The Supervisory
Training Course (a very comprehensive package) is currently presented on a
small scale amongst SANDF supervisors. These supervisors are not using
acquired knowledge and skills effectively regarding the management of their
subordinates. This situation motivated the researcher to undertake this study.Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2006.
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Ludwig, Germain D. "Using adult education perspective transformation principles in the evaluation of training program proposals for the economically disadvantaged /." Access Digital Full Text version, 1994. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11625910.
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Thesis (Ed. D.)--Teachers College, Columbia University, 1994.Includes tables. Typescript; issued also on microfilm. Sponsor: William T. Vericker. Dissertation Committee: Professor Matthias Finger. Includes bibliographical references (leaves 191-202, 314-320) and index.
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Wakefield, Lynette Florence, and mikewood@deakin edu au. "Workplace education and training: Are Tafe teachers prepared for their evolving roles?" Deakin University, 1996. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.103545.
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Chalmers, Ronald F. "An evaluation of the deputy principals' leadership development program." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1992. https://ro.ecu.edu.au/theses/1133.
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The Deputy Principals' Leadership Development Program (DPLDP) was researched and developed by the Calgary Board of Education from 1983 to 1987. It was conducted for the first time in Western Australia when deputy principals from schools in the Narrogin Education District participated in the program during the period 1989-91. This study is an evaluation of the DPLDP. It was designed to determine whether there is justification for the continued use of the program as a means of enhancing the instructional leadership capacities of deputy principals in the Narrogin Education District. This research is located within the naturalistic paradigm. It can best be described as a qualitative case study based mainly upon ethnographic methods of data collection. The organisation and analysis of the data, however, was structured largely by utilising Stufflebeam's CIPP (context, input, process, product) framework of program evaluation and a typology of instructional leadership developed from a review of the literature. This typology presents instructional leadership as a process based on three components: vision, information and action. The data for this evaluation was collected during a twenty two month period between April 1989 and November 1990. A variety of data gathering techniques was used. In depth, semi-structured interviews and participant observations generated most of the data. Document analysis and unstructured, informal interactions provided supplementary material. Data validation formed an integral component of the research design. A thorough and wide-ranging validation process involving the participants was utilized to check the accuracy and relevance of the research findings. The major conclusions of the study, that emerged within the CIPP framework of program evaluation and the typology of instructional leadership, were: 1. Participation in the DPLDP leads deputy principals to examine their role in schools, and builds a commitment to their role as instructional leaders. 2. The DPLDP has the potential, more than other available programs examined, to meet the professional development needs of deputy principals in key areas associated with instructional leadership. 3. Collegial support is the single most important element of the DPLDP for the development of deputy principals as instructional leaders. 4. The DPLDP can be implemented successfully in the Narrogin Education without significant modifications. Based on these results, and other subsidiary findings of the study, it was concluded that, on balance, there is justification for the continuation of the DPLDP in the Narrogin Education District.
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Hutton, Heidi C. "Evaluation of the outcomes for students undertaking an externally provided physical activity programme." University of Western Australia. School of Human Movement and Exercise Science, 2007. http://theses.library.uwa.edu.au/adt-WU2007.0166.
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[Truncated abstract] Many primary schools in Western Australia do not employ a specialist physical education (PE) teacher, leaving the teaching of this subject to the class teacher. There are concerns that some of these teachers lack the skills, confidence or knowledge to successfully implement a developmentally appropriate PE programme. A potential solution to this problem involves utilising an externally provided physical activity programme (EPPAP). Before considering this option, it is important to ensure these programmes adequately meet the needs of students, teachers and the educational curriculum. Outcomes for one such EPPAP were evaluated and compared against the outcomes attained in regular primary school PE classes. These outcomes were then compared to the Health and Physical Education (HPE) learning area outcomes (LAO) within Outcomes Based Education (OBE) of the Western Australian Curriculum Framework (CF). Approximately 460 primary school students in the Peel Region of WA participated in the EPPAP and subsequent research in 2004. In addition, approximately 135 students from the same area were invited to participate as controls. All students completed self-report questionnaires pre and post-participation in the EPPAP. ... Although not originally promoted as a programme to replace PE, the EPPAP is delivered within curriculum time with some schools intending to replace their traditional PE programme with the EPPAP. Therefore, reference to the CF is warranted. There were few opportunities to develop `skills for physical activity? (SPA) transferable to the sporting context and explicit teaching points were not consistently provided, or reinforced through teacher feedback. Activities in the lessons were generally delivered uniformly to all participants across Year 4-7 with no developmental theme, negating the opportunity for differentiation, progression or extension. In summary, the main objectives of the EPPAP was to provide students with a range of fun activities and games that were inclusive and encouraged participation. These objectives were fulfilled in this two-term evaluation. The disadvantages of the programme were it?s uniform delivery across all year groups, lack of developmental progression in both skills and games and a teacher centred approach that did not allow for student differentiation. The programme delivery and content was most suited to the students within Years K-3.
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Douglas, Ian. "The Mining and Resource Contractors Safety Training Association (MARCSTA) and the efficacy of a generic occupational health and safety induction system when used across an industry." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/289.
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The Mining and Resource Contractors Safety Training Association (MARCSTA) developed a generic occupational health and safety (OHS) induction program that was first used by the metalliferous mining industry in Western Australia (WA) in 1996. Subsequently the mining industry in Tasmania has adopted the course and it has been on offer in that state since 2000. More than 150 000 trainees have attended the MARCSTA course to date (Gilroy, 2006). An empirical research study analysing data collected from a randomly selected group of 1 600 trainees who attended the course was conducted over a twelve month period. Furthermore historical OHS accident and injury data were analysed for the period prior to and after the introduction of the MARCSTA program.
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Dorin, Casey Shane. "A client evaluation of the personal support and development network." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/28713.
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In recent years, there has been a trend in Canada towards a model of social assistance which is pro-active in getting people off social assistance and into the labour force. Despite the proliferation of supply-side focussed programs emphasizing training and employment-counselling, however, there has been little research and evaluation of workfare models in the Canadian context.
The purpose of this study is to explore the primary and secondary effects, as perceived by the clients, of a three month employment-counselling program (PSDN) that serves long-term unemployed social assistance recipients in Edmonton, Alberta. The qualitative study utilizes a basic time series (A-B) design for exploratory-descriptive purposes.
Four categories of participants in the PSDN program are identified: Reactive, Pro-active, Restricted and Reluctant. The findings suggest that policies and programs need to acknowledge the diversity and heterogeneity of problems being faced by the unemployed on social assistance. There are potential benefits in
developing programs for the unemployed on social assistance which are flexible, positive, motivating, and supportive. Clients require different levels of interventions and services depending on their needs.Arts, Faculty of
Social Work, School of
Graduate
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Bradshaw, Beverley. "An evaluation of a workshop on pain assessment and management for nurses." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1993. https://ro.ecu.edu.au/theses/1149.
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The purpose of this study was to assess nurses’ knowledge of pain assessment and management, examine what change occurred immediately following a pain assessment and management workshop and examine whether any changes were retained one month later. Chin and Benne’s theory of change provided the theoretical framework for this study. Their approach to planned change involves assessing the existing structure, formulating and implementing a plan to change that structure, then evaluating the change. The following hypothesis was formulated for investigation: That nurses’ knowledge of pain assessment and management would increase after a workshop on the subject and be retained over one month. Based on the assumption that nurses’ demographic characteristics can influence their styles of learning and ability to disseminate knowledge, this study also examined whether changes in nurses’ knowledge were related to their demographic characteristics. To analyse this, the following were examined in relation to nurses’ knowledge of pain assessment and management: age, years of nursing, area of employment, level of practice, level of education and previous education in pain management. The design for this study was a one-group pretest-posttest-follow-up design. The subjects were 67 Registered and State Enrolled Nurses from country hospitals in Western Australia, involved in direct patient care, who voluntarily attended a pain assessment and management workshop. A questionnaire was adapted by the researcher and an expert nurse to measure nurses' knowledge. The results of the study support the main hypothesis that the workshop significantly increased nurses' pain assessment and management knowledge (ᵽ < .001), and that this knowledge was retained one month later. The remaining hypotheses related to demographic characteristics were not supported by this study (p > .05) with the following exceptions: Level Two Clinical Nurses (CNs) had more knowledge on the pretest, gained and retained more knowledge on the posttest and follow-up test than State Enrolled Nurses (ENs). Level One Registered Nurses (RNs) retained more knowledge on the follow-up test than ENs. In this study, each item on the questionnaire was analysed for each test. The value of this analysis was that it served to highlight where there was acceptance of or resistance to change in nurses' knowledge of pain assessment and management. Although generalisation of these results is inappropriate due to the convenience sample used, they support the opinion that a one day educational workshop can improve nurses' knowledge of pain assessment and management, and embrace the need for continued education related to this subject. An implication for nursing practice is that when nurses are prepared to learn new knowledge and change outdated concepts with the aim of improving patient care, this knowledge can be gained in relatively short courses of study.
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Abusah, David. "Knowledge sharing at work : the role of evaluation apprenhension [sic], perceived benefits and organisational commitment /." [St. Lucia, Qld.], 2001. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16278.pdf.
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Nyateka, Netsai. "An evaluation of the role and effectiveness of simulation-based learning in the occupational health training of construction apprentices." Thesis, Loughborough University, 2017. https://dspace.lboro.ac.uk/2134/24371.
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Occupational ill-health statistics have consistently placed construction as a high risk industry. Younger workers (aged 15-24) constituting 24% of the UK construction workforce are a high risk group for occupational illnesses from more exposure to physical work factors including noise, vibrations and the handling of dangerous substances. The provision of effective training to young people entering the workforce is crucial in preventing occupational illnesses and improving the industry s occupational health (OH) performance. However, whilst the delivery of training in industries such as healthcare and aviation has rapidly been shifting from pedagogical/instructional theoretical frameworks towards more learner-focused andragogical approaches rich in hands-on/experiential learning, training in the construction industry has not taken full advantage of new training approaches. This thesis aims to examine OH training methods for UK construction apprentices and evaluate the role and effectiveness of a simulation-based training strategy, in order to enhance the OH training for construction apprentices. It presents and adopts innovative wearable, hands on simulations that were designed and developed at Loughborough University, called LUSKInS (Loughborough University Sensory and Kinaesthetic Interactive Simulations), to assess their value and utility in the training of construction apprentices. In order to address the research aim and provide comprehensive answers to the research questions, the research adopted an inductive, multimethods approach, in which the collection and analysis of data combined quantitative and qualitative research methods. First, reviews of theories of learning and existing research utilising simulation learning tools in various educational settings were carried out, to gather insights into how people learn, the theoretical underpinning to the use of simulations as well as the efficacy of simulation-based training. This analysis indicated that use of simulations that is based on the review and application of relevant learning theories has significant potential in enhancing the learning of construction apprentices. Furthermore, the analysis identified a need to move from traditional direct instructional training methods towards more experiential and learner-centred methods in construction education and training. Accordingly, the subsequent use of wearable simulations in the study was guided by experiential and constructivist learning principles, meaning that the research participants were provided with interactive and engaging contextual experiences, which allowed them to actively construct their own understanding, as opposed to them passively acquiring OH information from external sources. Second, fieldwork data was gathered through survey questionnaires, participant observations, semi-structured interviews and photo-elicitation. This involved construction apprentices and instructors from three colleges located in London, Midlands and Norfolk. Together, the quantitative and qualitative data confirmed that a traditional instructor-centred approach, which places emphasis on the passive transmission of information and the use of standardised presentations, texts and workbooks dominates the delivery of OH training for construction apprentices, despite many of the trainees in the study expressing a preference for highly engaging, active or hands-on methods of learning to passive, information-based approaches. It was clear from the findings that by failing to take into consideration the diversity in learning preferences among the trainees and the crucial role of interaction and learner participation in the learning process, the existing instructional strategies do not effectively support the learning of construction apprentices. Notably, the findings revealed that the prevailing views of training amongst instructors and their leaders, which endorse direct instructional strategies and uniformity, create barriers for opportunities to create and utilise more progressive learner-centred training strategies for construction apprentices. The findings related to the impact of the wearable simulations indicated that the use of hands-on simulations can be beneficial to the learning of construction apprentices. The simulations were found to be effective in developing the apprentices understanding of OH illnesses, as well as in changing some of their attitudes, particularly towards prioritising their health at work and adopting correct work practices, for example, wearing appropriate protective clothing when carrying out their work. In addition, the findings also showed that the simulations were largely perceived to be enjoyable, engaging and easier to understand compared to traditional training methods. However, challenges associated with the use of simulations were also identified, including the relatively high costs in terms of both time and money required in their development and implementation as well as challenges associated with trainer competence and adapting curricula to the newer training approach. Based on the empirical evidence and the related theoretical explanations, the study develops a set of propositions which not only challenge the current training paradigm, but more importantly identify the factors that can optimise the OH training of construction apprentices and overcome some of the barriers that were identified. In addition, a conceptual framework and typology of trainees learning styles are developed, in order to provide some practical guidance on how appropriate training strategies can be selected, as well as assist the wider application and integration of simulation learning tools.
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Johnson, Bruce. "An evaluation of the use and impact of a school based child abuse prevention program /." Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09PH/09phj658.pdf.
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Thesis (Ph. D.)--University of Adelaide, Dept. of Psychiatry, 1996.Addendum and errata are pasted in onto back end papers & back pages. Copy of author's previously published article inserted. Includes bibliographical references (leaves 451-466).
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deBoer, Julie, and University of Lethbridge Faculty of Education. "Evaluation of an online career workshop." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2003, 2003. http://hdl.handle.net/10133/216.
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The purpose of this study was to evaluate empirically the effectiveness of the new online career workshop titled "Ex-Scape" based on career knowledge and skill outcomes. Although numerous studies have been conducted on distance education classes in various disciplines, little research was found on the effectiveness of web-based learning in career development courses. Quantitative methods were used to determine a numerical score. Pre- and posttests were calculated and recorded in SPSS 11.5 and paired t-tests determined whether or not there was significant difference in the scores between the pre- and posttests. Qualitative methods were used through course evaluations and focus groups to record student comments of their experience with the online course. Results revealed that the online method of instruction was effective based on career knowledge and skill outcomes. Recommendations for further research include continuation of future research on the outcome success of online career development courses; utilization of a broader approach to research to include variables such as students' preferred learning styles, motivational factors, cost factors, and students' computer expertise; and collection and critique of post-resumes to follow up on students' impressions of their skills.xi, 108 leaves ; 28 cm.
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Brings, Stanley Dean. "Competency-based assessment techniques : evaluating the effectiveness of community college contract training /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3095237.
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Thesis (Ph. D.)--University of Oregon, 2003.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 153-157). Also available for download via the World Wide Web; free to University of Oregon users.
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Menon, Desmond D. "An Evaluation of exposures to respirable particulates, environmental PM2.5, PAHs and metal compounds in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2016. https://ro.ecu.edu.au/theses/1913.
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It has been well established that air pollution is associated with health impacts. This study investigated the relationship between exposure to air pollutants and potential biomarkers of health effects. The research project was conducted in 2 separate study locations and cohorts.
Study 1: An Evaluation of Children’s Exposures to Respirable Particulates, Environmental PM2.5, PAHs and Metal Compounds in The South West of Western Australia. A cross sectional study to evaluate the exposures of children (n=18), and controls (n=15) to respirable particulates PAHs and metal compounds in the South West of Australia during 2011. Ambient particulate matter (PM2.5) samples were found to be significantly higher in Collie as compared to Dalyellup. However, personal PM2.5 concentrations between locations were not significantly different and both PAH and heavy metals were below the levels of detection. Urinary levels of 1-hydroxypyrene (1-OHpy) were below the level of detection. Copper, selenium and nickel were present in urine samples and these were not significantly different between locations, nor was there any correlation with residential areas within study locations. Urinary nickel concentrations were higher than expected for nonoccupational cohorts and although statistically insignificant, mean values of urinary nickel were highest for homes using gas as a fuel source.
These data endorse current views that the reconstruction of PM2.5 exposures and related respiratory health effects based simply on the mass of airborne particulate matter alone is not sufficient in providing an insight to the respiratory health of susceptible subgroups such as children. The presence of certain urinary heavy metals suggests possible accumulation in participants via alternative routes of entry, probably a dietary source. Studies that rely purely on data accrued from ambient PM2.5 mass, and/or general health data might not detect or underestimate significant relationships between certain components of PM2.5.
Study 2: Urinary levels of malondialdehyde and 8-deoxyguanosine as biomarkers of oxidative DNA damage induced by exposure to nickel and cobalt in metal refinery workers. Metal mining and refinery workers in Australia have the potential to be occupationally exposed to quantities of heavy metals that may be associated with health impacts affecting major organ and immune systems. Current regulatory and internal company policies and guidelines require regular monitoring of occupational exposures of employees through a combination of air borne sampling as well as biological monitoring for heavy metals.
Toxic levels of heavy metals accumulated in the body have been shown to elicit inflammatory responses linked to exacerbated health effects impacting the respiratory, cardiovascular and nervous systems. There are many studies that have established a significant link between heavy metal exposure and increased oxidative stress. In light of these observations, this study investigated urinary levels of nickel (Ni) and cobalt (Co) and Malondialdehyde (MDA) and 8-hydroxy-2’deoxyguanosine (8-OHdG) which are oxidative stress markers indicative of cellular and DNA damage.
A positive correlation between urinary Ni and Co exposure and oxidative stress markers among refinery workers was established. This finding has implications for occupational health management as individual responses to exposures can now be identified. In addition to implementing a global mean air borne exposure standard, individual variation and sensitivity can be accommodated through the use of urinary oxidative stress markers
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McGowan, Wayne S. "An evaluation of a professional development model for primary school administrators." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1993. https://ro.ecu.edu.au/theses/1141.
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Better Schools advocated a decentralisation in the administrative structure and a devolution of responsibilities within Western Australian education system. One outcome was the establishment of twenty nine school districts in 1987. Since then, these districts have faced the problem of providing for the professional development needs of their primary school principals. In response to this situation different districts have developed different models for the training and development of principals. This research evaluates, as a case study, a particular model developed in one of the districts. To help preserve the anonymity of the district chosen, it is referred to throughout the study under the fictitious name of the Fairmont district. The evaluation centres around the question: From the view point of meeting corporate managerial needs, is there justification for the continued use of the Fairmont model? To answer this question, the study focuses only on primary school principals in the district.
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Brereton, John. "An evaluation of introducing advanced airway skills in the Western Australian Ambulance Service." University of Western Australia. Emergency Medicine Discipline Group, 2004. http://theses.library.uwa.edu.au/adt-WU2005.0065.
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[Truncated abstract] Objective: To investigate the demographics, success rate of application, nature and frequency of complication and the survival outcome of patients receiving advanced airway management in the pre-hospital setting. Design: Prospective observational cohort study. Participants: Patients who were attended to by St. John Ambulance Paramedics in the Perth Metropolitan area and selected regional areas within Western Australia. The patients were unconscious, unresponsive with no gag reflex and where application of an advanced airway would improve ventilation. Methods: Ambulance Paramedics received mannequin training within the classroom environment on the techniques for the application of the Endo-Tracheal Tube and the Laryngeal Mask Airway. The indication for the application of an advanced airway was any patient whose ventilation may be improved by intubation. These patients would be either deeply unconscious and areflexic, long term transport, severely injured (especially head injured) or cardiac arrest patients. Results: ... Paramedic assessment demonstrated that 14 (7.4%) 3 patients had an improvement in outcome. Of the 14 patients, 5 (2.7%) cardiac arrest patients survived to discharge from hospital compared to a 2.1 % survival rate for all cardiac arrest cases attended by the WAAS in 2002. Conclusion: Ambulance Paramedics can successfully apply an advanced airway apparatus in the pre-hospital environment. There was no statistical significance to demonstrate whether the introduction of advanced airway skills was beneficial or detrimental to patient survival outcome.
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Verdonk, Alan D. "A retrospective cohort study of workers' compensation indicators from an occupational safety and health perspective." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/1604.
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Since 1984 the role of the government in Western Australia, has changed in relation to occupational safety and health. This study considers the effect of the occupational safety and health legislation using workers' compensation accident data. Academic and general staff accident data from a Western Australian University were researched. The time period is 20 years- 1979 through 1998 inclusive. 2,773 worker's compensation claims were analysed using Mann Whitney -U tests and cross-tabulations of safety prevention expenditure against the claims. The work environment provides the full spectrum of workplace activities ranging from domicile duties (student housing services) to heavy machinery work (mechanical maintenance) through to construction activity (building and operations), along with exposures to hazardous substances through research programs, and different types of office work activities. The staff numbers were 2949 staff in 1979 increasing to 6938 staff in 1998. The ages of the staff population were from school leavers to staff retirement age (in the latter years this being beyond the age of 65 years). The demographics indicated an aging workforce population with the predisposition to remain in the employ of the University for extended periods of their working lives. There were more female staff members than male staff members and a greater number of male staff hold more senior positions. This tendency was changing in the latter years. The study is unique in that it studies the topic of occupational health and safety from a 'micro' perspective of safety performance on a tertiary education work environment.
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Strikwerda-Brown, J. G. "Student and teacher perceptions of a season of sport education in a regional primary school." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1234.
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An interpretive case study approach was employed to examine student and teacher perceptions of the implementation of a sport education in physical education program (SEPEP) in a Western Australian regional primary school. Choi’s (1992) curriculum dimensions were used as a framework. Three year seven teachers implemented SEPEP using a team teaching approach. The focus teacher, Ms Jenson, a highly regarded classroom teacher, described herself as non-sporty and lacking confidence and expertise in PE teaching. Students in her SEPEP volleyball class were considered less popular and less athletic when compared with those in the other two SEPEP classes. A focus volleyball team comprising five girls and a boy of varying sporting interests and abilities were targeted to determine student perceptions of the program. Both the students and the teachers were positive in their overall thoughts and feelings about SEPEP. Greater enjoyment of PE classes, improved range and level of learning outcomes and liking of the student-centred structure of the program were reported.
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Cooper, Jean Henry. "A training programme based on the principles of social constructivism and focused on developing people for the future world of work an evaluation /." Diss., Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-03162005-142319.
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Thesis (M. Comm. (Economic and business science))-University of Pretoria, 2005.Abstracts in English and Afrikaans. Includes bibliographical references. Available on the Internet via the World Wide Web.
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Puhl, Les. "An evaluation of the procedures used to assess and remediate the perceived writing difficulties of undergraduate students in the Faculty of Education at Edith Cowan University." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1992. https://ro.ecu.edu.au/theses/1127.
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The standards of written literacy of teacher-education students at Edith Cowan University are perceived by many staff to be inadequate. The Faculty of Education's response to this perceived inadequacy is to carry out a mandatory skills-based remedial writing programme for students whose literacy competencies are judged to be deficient, The instrument used to assess the students' literacy competencies is the English Skills Assessment test. The students' performances in the various skills which the test purports to measure, also determine the area in which they are given remedial instruction if the results of the test suggest this is necessary. However, many Faculty of Education staff are concerned that there are important conceptual, structural, and organisational inadequacies in students' writing which are not identified by the English Skills Assessment test and, therefore, are not attended to in remediation programmes based on the results generated by this test. This study was an evaluation of the remedial literacy programme conducted by the Faculty of Education at Edith Cowan University. The programme was evaluated from two perspectives (a) a theoretical perspective and (b) a practical perspective. Firstly, the study evaluated the procedures used by the Faculty of Education to diagnose and remediate writing difficulties among its first year student intake by comparing the assumptions underlying those procedures to the assumptions underlying a contemporary perspective of writing and the teaching of writing. This comparison revealed that not only were many of the procedures used by the Faculty ineffectual, but also some of the procedures used had the potential to inhibit the literacy development of its students. Secondly, the study investigated whether the English Skills Assessment test was able to identify (a) all the areas in which students experienced difficulties inwriting and (b) the students who were likely to experience the difficulties. The performances of 426 first year primary and secondary teacher education students attending the Mount Lawley Campus of the Edith Cowan University in the English Skills Assessment test were compared with their performances in a research-essay assignment, carried out as a normal part of their course work. The results of this aspect of the study reinforce the findings of an earlier study (Holbrook & Bourke, 1989) which reported that the English Skills Assessment test neither identified all the areas in which tertiary level students experience difficulty in their real writing nor the students likely to experience difficulties, This study shows that Holbrook and Bourke's findings, which related to narrative text, also applied when students wrote expository text. These results challenge the validity of the Faculty's use of the English Skills Assessment test as a means of identifying students with writing problems and show that any remedial writing programme based solely on the areas identified by the test will have a limited impact on the development of students' written literacy. In addition to the data originally sought for this study, other information came to light which showed the limitations of the way in which the Faculty conceptualises students' literacy needs. The emphasis of this programme is diagnosis and remediation. This conceptualisation has produced a literacy unit which is peripheral to the mainstream academic programme and which teaches the surface features of language in decontextualised, skills-based lessons. As a consequence, the unit: (a) is accorded marginal status by lecturers and students alike, ( b ) bears little relationship to what is happening in other units of the course, and (c) contributes little, if anything, to students' literacy development. It is clear from the findings of this study that the Faculty of Educator's remedial literacy programme contains serious flaws which cannot be rectified by attempting to modify the existing programme, The study concludes by recommending that the Faculty of Education should abandon its existing programme, along with its remedial emphasis, and institute a new programme designed to cater for the literacy needs of all its students. That is, all incoming students should be required to undertake a foundation unit which outlines the Faculty of Education's requirements and expectations of students, and teaches them the structures and processes (reading, writing, and thinking) required for successful learning in Bachelor of Arts (Education) courses.
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Florisson, Steven J. "Aboriginal Students Perceptions Of The Effect Of Vocational Education And Training On Post School Experiences." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1547.
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Over the past decade there have been dramatic and unprecedented changes in post compulsory education, with an increase of over 40% for year 12 retention rates to 76.6% in 1992 and huge expansion of year 11 and 12 vocational education and training programs. However, for Aboriginal past compulsory age students, the picture is very different. In 1993 the year 12 Aboriginal retention rate was only 24.48% or 982 students (Australia wide), and by 1996 only 10% of the indigenous 15 and older population had any post school qualification, compared to 35% of the total population. Only 34% of West Australian Indigenous 15 to 24 year olds were employed compared with 56% of the total population. Aboriginal students not participating in education have been the subject of many reports, reviews and studies, but few of these have looked at Aboriginal vocational education and training and even fewer at the Aboriginal students own perception of education. The purpose of this study is to explore and describe the experience of Aboriginal students who have been involved in secondary school vocational education and training programs at Wongutha Christian Aboriginal Parent-directed School (Wongutha CAPS) to ascertain particular experiences that affected the students in their post school situations. Apart from the value of sharing the experiences of Aboriginal students, it is anticipated that the conclusions of this study will: help identify methods of training that have been effective for Aboriginal students, help identify particular courses that more readily articulate into further training and employment, help identify the specific needs of Aboriginal vocational education and training students, help identify factors which have led to poor year 11 and 12 retention levels, and poor participation rates in employment, assist educators in developing vocational education and training curriculum that is relevant to the needs of Aboriginal students, and deleting from vocational education and training programs material that is not relevant. This study provides educators with a student's "inside view” of vocational education and training experiences. The study involves post secondary Aboriginals who participated in secondary vocational education and training programs at Wongutha CAPS for a period of six months or longer at some time within the past nine years. The study utilises a phenomenological methodology with data collection by interview.
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Palmer, Stuart Rohan, and mikewood@deakin edu au. "An evaluation of Australian undergraduate engineering management education for flexible delivery." Deakin University. School of Engineering and Technology, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.112159.
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This thesis examines issues in Australian undergraduate engineering management studies in the context of flexible learning delivery. It is proposed that, within an Australian context:
a) the management skills and competencies required by graduate engineers can be determined and classified on a rational basis, permitting an educational focus on those elements most appropriate for graduates; and
b) on-line and other computer-based technologies are a practical and effective method for the support of undergraduate engineering management studies.
The doctoral project incorporates:
an examination of the nature of engineering management;
a review of the relevant literature establishing the importance of management studies in undergraduate engineering courses;
a review of historical and recent developments in Australian undergraduate engineering management studies;
an investigation of the management skills and competencies required by graduate engineers - based on original research;
an examination of flexible delivery of engineering education - based on professional practice experience; and
an evaluation of case studies of flexible delivery of engineering management education - based on original research and professional practice experience.
A framework of ranked classified management skills is developed. Broadly, the ranking framework is generic professional skills, followed by general management skills and technical discipline specific management skills, followed by other professional discipline skills and theoretical skills. This framework provides a rational basis for design of undergraduate engineering management studies. This is supplemented by consideration of the management skills required for the future of engineering practice.
It is concluded that undergraduate engineering management education is well suited to delivery and support by on-line and computer-based technology. Recent developments in improved access to the Internet, software systems for on-line collaboration and changes in copyright legislation to create a broad-based right to communication via on-line media have contributed to the facilitation of on-line delivery of teaching and learning. It is noted that though many on-line infrastructure issues have been satisfactorily resolved, higher level issues will emerge as being crucial, including the academic staff development and reward for operating in an online teaching environment and the financial sustainability of on-line development and delivery of courses.
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Vessup, Vassar Jean. "A critical theory research project: A program evaluation of the blueprint for volunteer diversity project." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1150.
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Mathenjwa, Irene Legodile. "An evaluation of the implementation of the learnership programme within the Public Service Commission." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6679.
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Thesis (MPA)--University of Stellenbosch, 2011.ENGLISH ABSTRACT: Nine years after the launch of the Learnership programme, considerable efforts have been undertaken by various organisations to implement the programme. However, the implementation of the programme is still faced with various challenges which hamper the overall goal of obtaining a formal registered qualification and maximising the employment opportunities of the learners through the combination of vocational education and training. The study focuses on the evaluation of the implementation of the Learnership programme within the Public Service Commission. By nature, evaluations play a critical role of determining the worthiness of a programme or its shortcomings. The study provides a detailed account of the Learnership programme, its design, and the implementation thereof. Furthermore, the study highlights the need for a transparent, non-discriminatory legislative and policy context, as well as sound institutional mechanisms for supporting the implementation of the programme. Based on the evidence gathered, it appears that there is little appreciation of the concept of skills development through the Learnership programme. The implementation of the programme has been marred by coordination and management challenges and as a result, the acquiring of skills or skills transfer through the programme remains a challenge. Overall, the lack of institutionalising the programme has rendered it an ad-hoc activity as opposed to a strategic investment of addressing skills shortage. A number of recommendations are provided for improving the implementation of the programme and to contribute towards resolving the pervasive skills constraints in South Africa through the Learnership programme.
AFRIKAANSE OPSOMMING: Nege jaar na die instelling van die Leerderskapprogram is heelwat werk reeds deur verskeie organisasies gedoen om die program te implementeer. Die implementering van die program gaan steeds met verskeie uitdagings gepaard wat nadelig is vir die verwesenliking van die oorkoepelende doel om 'n formele geregistreerde kwalifikasie te verwerf en die leerders se indiensnemingsgeleenthede te verbeter deur 'n kombinasie van beroepsonderwys en -opleiding. Die studie fokus op die evaluering van die implementering van die Leerderskapprogram in die Staatsdienskommissie. Evaluering speel uiteraard 'n kritieke rol om die waarde of tekortkominge van 'n program te bepaal. Die studie bied 'n gedetailleerde oorsig van die Leerderskapprogram en die ontwerp en implementering daarvan. Voorts beklemtoon die studie 'n deursigtige, niediskriminerende wetgewende en beleidskonteks asook 'n stewige institusionele meganisme om die implementering van die program te steun, hoewel dit uit die getuienis blyk dat daar weinig begrip is van die konsep van vaardigheidsontwikkeling deur die Leerderskapprogram. Die implementering van die program word belemmer deur koördinerings- en bestuursuitdagings, met die gevolg dat die verwerwing van vaardighede of vaardigheidsoordrag deur middel van die program 'n uitdaging bly. In die geheel gesien, veroorsaak die gebrekkige institusionalisering van die program dat dit 'n ad hoc-aktiwiteit is in plaas van 'n strategiese investering om die vaardigheidstekort die hoof te bied. Verskeie aanbevelings word gedoen om die implementering van die program te verbeter en om by te dra tot die oplossing van die wydverspreide vaardigheidstekort in Suid-Afrika deur middel van die Leerderskapprogram.
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Dube, Tobias. "An evaluation of the extent to which the National Skills Development Strategy has been implemented - the case of AngloGold Limited." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53259.
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Thesis (MPA)--Stellenbosch University, 2003.ENGLISH ABSTRACT: The research project, conducted at AngloGold Limited, a Johannesburg based international mining company, was an evaluation of the extent to which the company had i'hlplemented the National Skills Development Strategy. It was prompted by the general perception that companies were lagging behind in the implementation of this strategy. The research problem therefore was: To what extent is AngloGold Limited progressing or lagging behind in the implementation of the National Skills Development Strategy? As the project sought to evaluate implementation progress, an evaluation research design was used. Since persons with in-depth knowledge of the implementation of the National Skills Development Strategy were available at AngloGold Limited, a purposive sampling method was used. Two techniques were used to gather information: individual semistructured interviews were conducted with AngloGold Limited personnel and union members, and an unstructured in-depth interview with a representative of the Mining Qualifications Authority. Documents of AngloGold Limited and of the Mining Qualifications Authority were also analysed, and a general review of pertinent literature was conducted. The literature traces the history of formal education and training in South Africa back to 1922, when the Apprenticeship Act (Act No. 26 of 1922) was enacted. Notable in the history of training in South Africa prior to the current dispensation of the National Skills Development Strategy was the Manpower Training Act (Act No. 56 of 1981. Notwithstanding its shortcomings, this Act provided a platform from which the current legislative framework for human resource education and training and subsequently the National Skills Development Strategy evolved. The National Skills Development Strategy, which is the government's education and training reform agenda, is one component of the all-encompassing Human Resources Development Strategy. This agenda is not modelled on the experience of any particular country; however, there is evidence that its conceptualisation was influenced to some extent by international practices. The National Skills Development Strategy is underpinned by three pieces of legislation, the South African Qualification Act (Act No. 58 of 1995), the Skills Development Act (Act No. 97 of 1998) and the Skills Development Levies Act (Act No.9 of 1999). The Employment Equity Act and the Further Education and Development Act also have a bearing on the National Skills Development Strategy. The Skills Development Act prescribes what is expected of workplaces/companies in the implementation of the National Skills Development Strategy. Workplaces play their part in the implementation of this strategy within the parameters of the implementation process at the macro level. At this level, the implementation process is progressing fairly well. The evaluation of the implementation of skills development at AngloGold Limited against what is expected of workplaces placed it among companies that are progressing well in the implementation of the National Skills Development Strategy. The company has so far complied with most of the implementation requirements, except for the strategy for company-wide communication of the National Skills Development Strategy process. The company needs to develop an effective and efficient information dissemination strategy to this end. Moreover, the company needs to move beyond reporting on training in terms of numbers to providing information on the actual skills acquired. Learnerships also need to be extended beyond the engineering discipline.
AFRIKAANSE OPSOMMING: Die doel van die navorsingsprojek was om vas te stel in hoe ver die maatskappy AngloGold Bpk, 'n internasionale mynboumaatskappy gesetel in Johannesburg, die Nasionale Vaardigheidsontwikkelingstrategie tot op hede geïmplementeer het. Die navorsing is aangespoor deur die algemene persepsie dat maatskappye in hierdie opsig besig is om agter te raak. Die probleemstelling was dus: In watter mate is AngloGold Beperk by of agter met die implementering van die Nasionale Vaardigheidsontwikkelingstrategie? Aangesien die oogmerk van die projek was om vordering met die implementering te evalueer, is 'n evalueringsontwerp gebruik. Vanweë die beskikbaarheid van persone by AngloGold Beperk met 'n diepgaande kennis van die implementering van die Nasionale Vaardigheidsontwikkeling strategie, is 'n doelbewuste steekproef geneem. Twee tegnieke is gebruik om inligting te verkry: individuele, semigestruktureerde onderhoude is met personeel van AngloGold Beperk gevoer en 'n ongestruktureerde, diepgaande onderhoud met 'n verteenwoordiger van die Mynboukwalifikasie-owerheid. Dokumente van AngloGold Beperk en van die Mynboukwalifikasie-owerheid is ook ontleed en 'n algemene oorsig oor die tersaaklike literatuur is onderneem. Die literatuur spoor die geskiedenis van formele opleiding en onderwys in Suid-Afrika terug tot 1922, toe die Vakleerlingwet (Wet Nr 26 van 1922) uitgevaardig is. 'n Baken in die geskiedenis van opleiding in Suid-Afrika voor die huidige bedeling van die Nasionale Vaardigheidsontwikkelingstrategie was die Wet op Mannekragopleiding (Wet 56 van 1981). Ondanks sy tekortkomings het hierdie wet die grondslag gelê waarop die huidige wetgewing op die opleiding en onderwys van menslike hulpbronne voortgebou het en die huidige Nasionale Vaardigheidsontwikkelingstrategie ontwikkel is. Die Nasionale Vaardigheidsontwikkelingstrategie is een komponent van die oorhoofse Menslike Hulpbronontwikkelingstrategie, wat die regering se agenda vir die hervorming van onderwys en opleiding vorm. Hierdie agenda is nie geskoei op die ondervinding van enige besondere land nie, maar daar is aanduidings dat die konsepsualisering daarvan in 'n mate deur internasionale praktyke beïnvloed is. Die Nasionale Vaardigheidsontwikkelingstrategie word gerugsteun deur drie wette, naamlik die Suid-Afrikaanse Kwalifikasiewet (Wet Nr 58 van 1995), die Wet op Vaardigheidsontwikkeling (Wet Nr 97 van 1998) en die Wet op Vaardigheidsontwikkelingsheffings (Wet Nr 9 van 1999). Die Wet op Diensbillikheid en die Wet op Voortgesette Onderwys en Ontwikkeling het ook betrekking op die Nasionale Vaardigheidsontwikkelingstrategie. Die Wet op Vaardigheidsontwikkeling skryf voor wat van werkplekke/maatskappye verwag word ten opsigte van die implementering van die Nasionale Vaardigheidsontwikkelingstrategie. Werkplekke speel hul rol in die implementering van hierdie strategie binne die parameters van die implementeringsproses op makrovlak. Op hierdie vlak verloop die implementeringsproses redelik vlot. Die evaluering van die implementering van vaardigheidsontwikkeling by AngloGold Beperk vergeleke met wat van werkplekke verwag word, het die maatskappy onder dié geplaas wat goed vorder met die implementering van die Nasionale Vaardigheidsontwikkelingstrategie. Tot dusver het die maatskappy die meeste van die implementeringsvereistes nagekom, behalwe die strategie vir maatskappy wye kommunikasie van die proses van die Nasionale Vaardigheidsontwikkelingstrategie. Die maatskappy moet dus 'n doeltreffende en effektiewe strategie ontwikkel om inligting oor die strategie te versprei. Daarbenewens moet die maatskappy verder gaan as die blote numeriese rapportering oor opleiding en ook inligting verskaf oor die vaardighede wat werklik verwerf is. Leerlingskappe moet ook verder strek as die ingenieursdissipline.
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Conway, Jane Frances. "Utopia unrealised: an evaluation of a consultancy to develop a national framework for police education and training to enhance frontline response to illicit drug problems in Australia." University of Southern Queensland, Faculty of Education, 2004. http://eprints.usq.edu.au/archive/00001418/.
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This dissertation presents an evaluation of a funded consultancy that was intended to bring about change in the education and training of police in Australia in response to illicit drugs. Sponsored by what was at the time known as the Commonwealth Department of Health and Aged Care, the ultimate goal of the consultancy was a national framework for police education and training to enhance frontline police response to illicit drug problems. The research used a case study design. Guba and Stufflebeam’s (1970) Context, Input, Process, and Product (CIPP) model was used to organise the presentation of a rich description of the design, development and implementation of the consultancy. Application of this framework enabled illumination of a number of issues related to social policy, change and innovation, and quality improvement processes. The study explores the role of education and training in organisational change and concludes that the potential of external consultancy activity to effect meaningful change in police education, training and practice is limited by a number of factors. Key findings of the study are that while a number of consultancy processes could have been enhanced, the primary determinants of the extent to which a change in police education and training will enhance frontline practice are contextual and conceptual factors. The study reveals that the response of frontline police to illicit drug use is influenced by multivariate factors. The findings of this study suggest that while frontline police are keen to provide solutions to a range of practice issues in response to illicit drug problems, they desire concrete strategies that are well defined and supported by management, consistent with policy and within the law. However, the complexity of police activity in response to illicit drugs; the dissonance between the conceptual frameworks of police and health agencies; and, resistance to what is perceived as externally initiated change in police practice, education and training; were found to be powerful inhibitors of an utopian attempt to enhance frontline police response to illicit drug problems. Using the metaphor of board games, the study concludes that the development of an education and training framework will be of little value in achieving enhanced frontline practice in response to illicit drug problems unless the criteria for enhanced response are made more explicit and seen to be congruent with both the conceptualisation and operationalisation of police roles and functions. Moreover, the study questions the mechanisms through which changes in policy are conceived, implemented and evaluated and highlights a need for greater congruence between evaluation frameworks and the nature of change.
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Paul, Suzanna. "Comparative assessment of the effectiveness of online vs paper based post graduate courses in occupational and environmental safety and health at Edith Cowan University, Perth, Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/88.
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Although online / e-learning is shifting the teaching paradigm at tertiary institutions, there are limited studies that assess the effectiveness of online courses, particularly in the occupational and environmental health field and among mature aged students. The main aim of this study was to evaluate the effectiveness of online "Blackboard" units as compared to traditional "paper based" units taught as part of the Professional Masters in Occupational and Environmental Health at the Edith Cowan University. Unit commencement and completion questionnaires were designed and distributed over two academic semesters (in 2004 and 2005) to evaluate students' perceptions of the effectiveness of the modes of delivery. Some questions about characteristics of the students, their knowledge of technology and their expected learning outcomes were included. To obtain more detailed information, a focus group meeting was conducted. In addition lecturers were interviewed prior to and after teaching in the courses. The interview questions from lecturers provided information about their expectations from the unit content, rationale for selecting online as opposed to traditional paper based methods and their experience in teaching in traditional paper based mode versus virtual teaching methods.
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鄧穎琪. "澳門公共職業培訓之質量評估." Thesis, University of Macau, 2008. http://umaclib3.umac.mo/record=b1944029.
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Powrie, Anon Hugh Ferdinand. "Bedryfs-maatskaplike werk by plaaslike owerhede in die Kaapse Skiereiland." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52150.
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Thesis (MSocialWork)--Stellenbosch University, 2001.ENGLISH ABSTRACT: The purpose of this study was to investigate the present functioning of occupational social work at local governments in the Cape Peninsula. In order to realise this aim, an exploratory study was undertaken. In this study the historical development of occupational social work, internationally as well as in the South African context, was investigated. From the investigation it became apparent that there is a difference in the pattern between the historical development of occupational social work internationally and in the South African context. In South Africa industrialization occurred almost a century later than in the European countries and the development of occupational social work was further hampered by the political system of separate development. The organizational context of occupational social work practice as well as the roles, functions, knowledge and skills of the occupational social worker were discussed. It is essential that the occupational social worker should not only have insight into the structural and functional aspects of organizations, but should also have the know how to apply this knowledge base to promote social work services in the workplace. Although the roles, functions, knowledge and skills of the occupational social worker are relatively similar to those of social workers in other fields of practice, it is also evident that this field requires more specialized skills and knowledge. Attention was given to social work supervision and management in the occupational context and it became apparent that in the occupational context, social work supervision and management are influenced by a variety of organizational factors. Supervision is extremely important to local governments because it provides the opportunity for these organizations to guide the service delivery of the social workers in a scientific and responsible manner. Lastly the structure and functioning of local governments were discussed with specific reference to occupational social work. The emergence of occupational social work at local governments in the Cape Peninsula as well as the Employee Assistance Program policy and the substance dependency treatment policy of local governments were also discussed. An empirical investigation was undertaken after the literature study, in which eight occupational social workers as well as their six managers at local governments in the Cape Peninsula participated. The questionnaire was used as the technique for data collection. On the basis of the conclusion and findings of this study, certain recommendations on the practical implementation of occupational social work policy and the process of supervision for local governments in the Cape Peninsula are made at the end of the report.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om die huidige funksionering van bedryfsmaatskaplike werk by plaaslike owerhede in die Kaapse Skiereiland te ondersoek. Om hierdie doel te bereik is 'n verkennende studie onderneem. In die studie is die historiese ontwikkeling van bedryfs-maatskaplike werk internasionaal sowel as in Suid-Afrika ondersoek. Uit die ondersoek blyk dit dat die historiese ontwikkeling van bedryfs-maatskaplike werk internasionaal en in Suid-Afrika, nie dieselfde patroon gevolg het nie. In Suid-Afrika het industrialisasie bykans 'n eeu later as in die Europese lande plaasgevind en is die ontwikkeling van bedryfs-maatskaplike werk verder ook gestrem deur 'n politieke stelsel van afsondering. Die organisatoriese konteks van bedryfs-maatskaplike werk praktyk en die rolle, funksies, kennis en vaardighede van die bedryfs-maatskaplike werker is bespreek. Dit is noodsaaklik dat die bedryfs-maatskaplike werker nie slegs oor insig van die strukturele en funksionele aspekte van organisasies moet beskik nie, maar behoort hy veel eerder te weet hoe om hierdie insig en kennis-basis te benut ten einde maatskaplike werk in die werkomgewing te bevorder. Alhoewel die rolle, funksies, kennis en vaardighede van die bedryfs-maatskaplike werker tot 'n groot mate met maatskaplike werkers in ander velde ooreenstem, is dit ook duidelik dat hierdie veld meer gespesialiseerde vaardighede en kennis verg. Daar is aandag geskenk aan maatskaplike werk supervisie en bestuur in die bedryfsopset en het dit uit die studie duidelik geword dat maatskaplike werk supervisie en bestuur in die bedryfsopset deur verskeie organisatoriese faktore beïnvloed word. Supervisie is van besondere belang vir plaaslike owerhede, aangesien 'n program vir supervisie aan dié organisasies die geleentheid bied om op 'n wetenskaplike, verantwoordbare wyse met die maatskaplike werkers te kommunikeer en kontrole oor hulle dienslewering en doelbereiking uit te oefen. Laastens is die struktuur en funksionering van plaaslike owerhede met spesifieke verwysing na bedryfs-maatskaplike werk bespreek. Die ontstaan van bedryfs-maatskaplike werk by plaaslike owerhede in die Kaapse Skiereiland en plaaslike owerhede se werknemer hulpprogrambeleid en middele-afhanklikheid behandelingsbeleid is ook bespreek. 'n Empiriese ondersoek is na die literatuurstudie onderneem, waraan agt bedryfs-maatskaplike werkers by plaaslike owerhede in die Kaapse Skiereiland sowel as hul ses bestuurders deelgeneem het. Die vraelys is as tegniek van inligtinginsameling gebruik. Gegrond op die gevolgtrekkings en bevindings van hierdie studie, word daar aan die einde van die verslag bepaalde aanbevelings ten opsigte van die praktiese implementering van bedryfs-maatskaplike werk beleid en die proses van supervisie vir plaaslike owerhede in die Kaapse Skiereiland gemaak.
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Riley, Diane K. "Does an individualized back education programme change nurses' knowledge and practice about back injury prevention." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1993. https://ro.ecu.edu.au/theses/1148.
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Back injury has predominantly been a problem which has affected a large cross-section of nursing staff involved with direct patient care. While back injury prevention has been instituted in hospitals for sometime, the percentage of nurses with back injury remains high. Within a major teaching hospital, a ward in which nurses suffered a high rate of back injuries was identified. Through an action research approach the researcher (who worked in the same area as the participants) developed and implemented an individualized back injury prevention programme. The 4 criteria by which the study was measured included, a reduction of back injuries, worth of the programme, behavioural change and cognitive knowledge acquisition. The participants who were involved in the study demonstrated that individual back education has a positive effect upon reducing the injury rate of nurses' back injuries. The study also describes the importance of maintaining good communication skills and co-operation with the people involved or whose behaviour is being changed. Social Learning Theory was the framework from which the design and implementation of teaching was derived.
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Coetzee, Abraham Johannes Albertus. "Beleidstelselanalise van militêre opleiding in die Suid-Afrikaanse Nasionale Weermag." Thesis, Stellenbosch : University of Stellenbosch, 2003. http://hdl.handle.net/10019.1/16029.
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Thesis (PhD)--University of Stellenbosch, 2003.457 Leaves printed single pages, preliminary pages i-xxvii and 429 numberd pages. Includes bibliography. List of figures, List of tables.
ENGLISH ABSTRACT: POLICY SYSTEM ANALYSIS OF MILITARY TRAINING IN THE SOUTH AFRICAN NATIONAL DEFENCE FORCE Borders in a global economy market exist only to determine the sovereignty of nations. Modern military interventions on the other hand are caught up in a struggle to stabilise international focal points. In the midst of this struggle, is the South Africa National Defence Force, in a process of change on the way to a supportive role to the African Renaissance and an upliftment mandate of the South African society. The South African government is caught in a battle against poverty, illiteracy and unemployment of an abundance of general workers, opposing a shortage of speciality skills measured against the National Qualifications Framework. The National Defence Force in contrast, attempts to create a meaningful military development training policy for the backbone of the National Defence Force, the non-commissioned officer. This military development training policy should not only adhere to economic restrictions of the Defence Budget, but should also acknowledge the potential and skills of this specific group. A literature survey as well as an empirical study of the non-commissioned officer's military development training policy in respect of the different arms of service in the National Defence Force shows that up to 18% of the personnel budget is spent on training. In the midst of this tendency, military development training does not keep up with changing training policy systems in South Africa, and that its effectiveness should therefore be improved in an integrated military developmental training system. The study has found that there are gaps in the military developmental training policy where learners in the South African Army have to meet far more course requirements than their peers in other Arms of the Service. Furthermore, the standard of curricula of the different training courses is not the same. Both these problems could be solved by way of one responsible, joint training department in the National Defence Force.In an emotional protection of a defence force culture, the National Defence Force creates a training budget monster, where seven different training units' supply the same training. According to the different developmental training curriculums, with small exceptions of arms of service specific training, developmental training could easily be presented in one or two separate National Defence Force Units. This idea will support the concept of one force and joint operations. In addition this idea will ensure that the National Defence Force exists within a National Defence Force culture followed by an arm of service culture that is supported by a functional culture.
AFRIKAANSE OPSOMMING: BELEIDSTELSELANALISE VAN MILITÊRE OPLEIDING IN DIE SUIDAFRIKAANSE NASIONALE WEERMAG Grense bestaan in ’n globale ekonomiese omgewing slegs ten einde die soewereiniteit van volke te bevestig. Moderne militêre intervensies hierteenoor is gewikkel in ’n stryd om internasionale brandpunte te stabiliseer. Te midde van hierdie stryd is die Suid-Afrikaanse Nasionale Weermag in ’n toetstand van verandering, onderweg na ’n ondersteuningsrol tot die Afrika-Renaissance en opheffingsopdrag van die Suid-Afrikaanse samelewing. Die Suid-Afrikaanse regering veg teen armoede, ongeletterdheid en werkloosheid wat ’n oorvloed algemene werkers bied, teenoor ’n skaarsste aan spesialisvaardighede, gemeet teen die Nasionale Kwalifikasieraamwerk. Die Nasionale Weermag hierteenoor, poog om vir die ruggraat van die Nasionale Weermag, die Onderoffisier, ’n betekenisvolle militêre ontwikkelingsopleidingbeleid daar te stel. Hierdie ontwikkelingsopleidingsbeleid moet nie slegs aan die ekonomiese beperkings van die Verdedigingsbegroting voldoen nie, maar moet ook aan die ontwikkelingspotensiaal en vaardighede van hierdie groep erkenning verleen. ’n Literatuuroorsig sowel as ’n empiriese ondersoek na die militêre ontwikkelingsopleidingsbeleid van onderoffisiere ten opsigte van die verskillende weermagsdele in die Nasionale Weermag toon dat die Weermag tot 18,2% van die personeelbegroting aan opleiding spandeer. Te midde van hierdie tendens hou militêre ontwikkelingsopleiding nie tred met die veranderende opleidingsbeleidstelsels in Suid-Afrika nie en kan die effektiwiteit daarvan in ’n geïntegreerde militêre ontwikkelingsopleidingstelsel verbeter word. Die ondersoek het bepaal dat daar veral leemtes bestaan in die militêre ontwikkelingsopleidingsbeleid, aangesien leerders in die Suid-Afrikaanse Leër aan veel meer kursusvereistes moet voldoen as hulle gelykes in die ander weermagsdele. Verder is die standaard van die kurrikulums van die verskillende opleidingskursusse ook nie dieselfde nie. Beide hierdie probleme sou opgelos kon word deur middel van een verantwoordelike, gesamentlike opleidingsdepartement in die Nasionale Weermag.In ’n emosionele beskerming van ’n weermagsdeelkultuur, skep die Nasionale Weermag ’n opleidingsbegrotingsmonster, waar sewe verskillende opleidingseenhede dieselfde opleiding verskaf. Die verskillende ontwikkelingsopleidingskurrikulums, met die uitsondering van ’n beperkte aantal weermagsdele wat unieke opleiding verskaf, kan gemaklik onder die vaandel van een of twee Nasionale Weermagsdeeleenhede aangebied word. Hierdie gedagte sal steuning verleen aan die Een Mag en Gesamentlike Operasionele gedagte van die Nasionale Weermag. Verder sal hierdie visie verseker dat die Nasionale Weermag eerstens bestaan binne ’n Nasionale Weermag kultuur, gevolg deur ’n Weermagsdeelkultuur wat gerugsteun word deur ’n funksionele kultuur.
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Ferreira, Stephanus Lourens. "The Design, Implementation, and Evaluation of Student Support and Development Services .ID Further Education and Training Colleges in South Africa." Thesis, University of the Western Cape, 2002. http://etd.uwc.ac.za/index.php?module=etd&.
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The Student Support and Development Services (SSDS) at Further Education and Training (FET) colleges represent a holistic and systemic approach to addressing barriers to learning and development. College SSDS are based on the acknowledgement that all FET students need support and development and that, when addressing needs of the college student, it is done in a holistic, integrated, intersectional and inclusive manner.The SSDS therefore strive to develop competencies, knowledge, skills and attitudes in a systemic and holistic manner. The aim of the study was to design, implement and evaluate SSDS at the FET colleges in the Western Cape Education Department and to establish a Lecturer Support and Development Team (LSDT) at each FET college, which would include the following services.
- student counselling services
- academic development and learning support
- occupationald evelopmenat nd careerg uidance
- life skills education and health education, and
- college institutional development
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Pinheiro, Claudio Fernando Izidoro. "Estratégias de análise de resultados da avaliação da aprendizagem: plano de formação continuada para professores e coordenadores pedagógicos." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21425.
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This research proposes a continuing education plan for teachers of basic education that aims to improve the quantitative and qualitative analysis of the results of appraisals of learning, especially those applied to students in the final years of elementary and high school. The work is divided in two parts. The first presents a conceptual-theoretical review on: a) specific contents of classical descriptive statistics; b) use of quantitative indexes of the classical theory of measurement (difficulty index, discrimination index and Point-Biserial Correlation) for the qualification of exams questions; (c) selected characteristics of adult learning, in which memory, metacognition and network learning are highlighted, and; (d) modalities of evaluation (diagnostic, formative and summative), with emphasis to the formative modality. The second part presents the training plan, consisting of five activities entitled: a) educational measurement and evaluation, b) statistical literacy, c) statistical treatment using spreadsheets, d) quantitative and qualitative analysis of e-learning evaluation items ) case study from a formative perspective .The activities of the training plan are authorial, elaborated from the investigation of conceptual fundamentals and the professional experience. The paper presents an intervention proposal which conciliates quantitative and qualitative analyzes of the results of the evaluation of the learning, proposes procedures for the analysis of the evaluation items and stimulates the pedagogical decision making based on data
Esta pesquisa propõe um plano de formação para professores da educação básica que visa ao aprimoramento de análises quantitativas e qualitativas de resultados de avaliações da aprendizagem, especialmente aquelas aplicadas aos estudantes dos anos finais do ensino fundamental e do ensino médio. O trabalho divide-se em duas partes, sendo que a primeira apresenta uma revisão conceitual-teórica sobre: a) conteúdos específicos da estatística descritiva clássica; b) uso de índices quantitativos da teoria clássica de medidas (índice de facilidade, índice de discriminação e correlação ponto-bisserial) para a qualificação de itens dos exames; c) características selecionadas da aprendizagem do adulto, em que se destacam a memória, a metacognição e o aprendizado em rede e d) modalidades de avaliação (diagnóstica, formativa e somativa), com ênfase à modalidade formativa. A segunda parte apresenta o plano de formação, composto por cinco atividades, intituladas: a) medida e avaliação educacional; b) letramento estatístico; c) tratamento estatístico com uso de planilhas eletrônicas; d) análise quantitativa e qualitativa de itens de avaliação da aprendizagem e e) estudo de caso em uma perspectiva formativa. As atividades do plano de formação são autorais, elaboradas a partir dos fundamentos conceituais pesquisados e da experiência profissional. O trabalho apresenta uma proposta de intervenção que concilia análises quantitativas e qualitativas dos resultados das avaliações da aprendizagem, propõe procedimentos para a crítica dos itens de avaliação e estimula as tomadas de decisões pedagógicas fundamentadas em dados
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Al-shabbani, Zamaan. "IMPROVING SAFETY PERFORMANCE OF HIGHWAY MAINTENANCE CREWS THROUGH PRE-TASK SAFETY TOOLBOX TALKS." UKnowledge, 2019. https://uknowledge.uky.edu/ce_etds/78.
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The dangerous work environment in the construction industry and the inherent high risks associated with construction work make it the focus of safety training and regulations. Highway construction and maintenance has unique hazards but seemingly less directly applicable safety standards, regulations, and programs. Department of Transportation (DOT) employees working in highway maintenance are exposed to a variety of unique hazards specifically associated with their work and not relating to the adjacent traffic. Yet, highway construction and maintenance work has not received sufficient attention in terms of safety research and programs. The lack of safety training and education in highway construction and maintenance work leaves a significant portion of DOT employees prone to different work-related hazards that can be avoided with additional safety awareness.
As part of the efforts of the Kentucky Transportation Cabinet (KYTC) to improve safety of their employees, the study describes the design, implementation, and evaluation of a pre-task safety briefing toolbox. By analyzing recordable incidents of KYTC maintenance employees and identifying frequent hazards present within their typical work operations and the causes behind the frequent incidents, the final product of design phase is a toolbox that is relatable and relevant to KYTC maintenance crews. The toolbox presents these hazards along with incidents causes and the appropriate safety practices to avoid or mitigate the associated risk. The goal of this safety toolbox is to improve safety awareness of KYTC maintenance crews. The second part of the study is a comprehensive systematic evaluation of the effectiveness of the toolbox. Three evaluation phases including reaction and knowledge evaluation, implementation evaluation, and behavior change evaluation were carried out to assess the effectiveness of the toolbox.
With 22% improvement in workers safety knowledge, 23% improvement in workers hazards identification skills, and 33.24% increase in the likelihood of safe behavior, the results showed that pre-task safety toolbox talks can increase highway workers’ safety awareness, improve their hazards identification skills, and increase their safe behavior. In addition to serving an underserved audience of the construction workforce, this study contributes to the body of knowledge in different ways. First, it sheds the light on a significant underserved portion of construction workers and the unique hazards present in their work environment. Second, it presents the design, implementation, and evaluation of a data driven safety intervention that addresses the most frequent safety issues in highway maintenance operations. Finally, it presents an empirical trial to evaluate the effectiveness of a common practice used in the construction industry in a unique sector of the industry that has not received sufficient research efforts.
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Medland, Andrew T. "A case study of two year six classes involved in a health-related fitness intervention." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1992. https://ro.ecu.edu.au/theses/1135.
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Children are not as active as they may appear and they do not voluntarily engage in moderate to high intensity activity as commonly perceived by the general public. With coronary heart disease risk factors now found to have origins in childhood there is a real need for children to adopt lifestyles that will produce healthier adults. In Perth the Western Australian Schools Physical Activity and Nutrition project (WASPAN) has been implemented, as a Year 6 intervention, addressing the problems of poor nutritional habits and low activity levels. The focus of this case-study was to describe the physical activity component of the WASPAN project and to monitor the process of its implementation. The physical activity programme is founded on the concept of systematically increasing children's activity and fitness levels at school in a secure and enjoyable environment, then planning for this and associated activity to generalise into the children's own settings. Two schools were chosen for the study. One Year 6 class of children at each school was intensively monitored for levels of fitness and physical activity. Their attitudes towards fitness, sports and activity were recorded. At both schools the class teachers and their implementation of the fitness programme became an important area of the study. In addition the influence of the school principal and the children's parents in the promotion of physical activity and their contribution to the behaviour modification of the children's lifestyles was described. Multiple data methods were utilised, centering on participant observation and combining field notes, document analysis, interviewing, questionnaires, fitness testing, heart-rate monitoring, interval recording and surveys. Within both classes low and high fitness children were targeted for additional indepth investigation. The study was directed by the data, which revealed that the two teachers implemented the physical education programme in two vastly different ways. This difference in the implementation process impacted on the influence the programme had on the children at the different schools. Results showed the children were enthusiastic towards the programme and fitness and activity levels increased. Closer analysis revealed that the low fitness/low activity children did not make significant activity increases. These children tended to get little support from home compared with high fitness children. Analysis of the parent interviews indicated that the parents of the low fitness children also tended to live in lower socioeconomic areas than the high fitness children's families. A second 'at risk' group also emerged in the course of the study. These were the 'average' children whose level of fitness caused the teachers little concern. At the end of the study several of these children were antagonistic towards the fitness programme. They had received little praise or encouragement from their teachers and as a result their motivation and attitude towards the programme had declined. Some had been overtaken by several of the low fitness children in the fitness levels measured. The attitude of the principal towards physical fitness proved to have a significant effect on the teacher and the children. The two school principals studied also provided a good contrast in levels of enthusiasm and support for the implementation.