Dissertations / Theses: 'Occupational training'

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Agruss, Christopher David. "Feedback training for occupational lifting /." For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2004. http://uclibs.org/PID/11984.

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McDonough, J. E. "Occupational specificity and factors associated with occupational choices of undergraduate students." Thesis, University of Liverpool, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.370512.

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Riccio, Steven J. "Government and administrative practices in occupational training." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1998. http://www.kutztown.edu/library/services/remote_access.asp.

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Ervin, Kimberly S. "Training delivery methods utilized by Illinois American Society of Training and Development (ASTD) members /." View online, 2009. http://repository.eiu.edu/theses/docs/32211131566672.pdf.

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Maskos, Wolfgang F. "Optimal assignment of Marine recruits to occupational training." Thesis, Monterey, California. Naval Postgraduate School, 1991. http://hdl.handle.net/10945/28429.

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Fajardo, Ruth Noemi. "The Influence of Police Training on Occupational Identity." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1707285/.

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The disproportionate number of police-involved shootings reflect the underlying conditions of traditionally conservative, racist policing. Recent updates and communication refinements to police training methodologies could improve training processes, which in turn, may improve societal perceptions of police in the United States. Law enforcement officers in the United States have become the focus of public policy outcry and generalized distrust, further complicating the dangers of contemporary policing. Concealed weapons and the close proximity of civilians policing the police with cellphone cameras complicate issues of officer safety. State and national incidents have resulted in police processes and behaviors being broadcast and violently challenged. In response to these challenges, Texas police academies and law enforcement training agencies are changing the way police learn to police. During the preparation of this study, the Texas Commission on Law Enforcement adopted a legislatively mandated update to the Basic Peace Officer Certification training. After a three-year revision process, in late 2019, the Texas Commission on Law Enforcement replaced the former 643-hour Basic Peace Officer Course with the newest Basic Peace Officer Course #1000696. Through its goals, definitions, and instructional guides, the Course #1000696 could potentially stimulate occupational identity, unify community policing culture, and foster community perception repair.

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Freed, Michael E. "Job Specific Training (JST)-keeping it simple." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001freedm.pdf.

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Gardner, Lisa, and lgardner@swin edu au. "Emotional intelligence and occupational stress." Swinburne University of Technology, 2005. http://adt.lib.swin.edu.au./public/adt-VSWT20060502.131940.

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The experience of occupational stress has long been implicated in the development of negative outcomes for the individual employee and the employing organisation. General well-being as well as levels of job satisfaction and organisational commitment have been identified in the literature as decreasing as a result of the experience occupational stress. The intertwined relationship between occupational stress and emotion has also been proposed to play a role in the stress�outcomes relationship. Although emotions are an integral and inseparable part of everyday organisational life, they are difficult to measure and as such have generally been ignored in the organisational literature. Recent research has begun to focus on the role of emotions in the workplace and a development from this approach has been to conceptually examine the relationship between cognition and emotions. This movement has largely been attributed to new research around the construct of Emotional Intelligence (EI). Emotional Intelligence involves behaviours related to the experience of emotion; specifically EI involves expressing, recognising, understanding and managing emotions. Despite the interest in workplace EI, very little empirical research has examined the role EI may play in occupational stress. This thesis systematically examined the relationship between EI and the occupational stress process, including stressors, strains (health), and outcomes of stress (job satisfaction and organisational commitment). The first study of this thesis involved the administration of a questionnaire to 320 employees. The results of Study 1 indicate that four dimensions of EI were particularly important in the occupational stress process: Emotional Recognition and Expression, Understanding Emotions, Emotional Management and Emotional Control. It was concluded that utilising EI was related to the experience of occupational stress, and to the outcomes of occupational stress (both health and attitudes), such that employees who reported using EI were less likely to report feelings of stress, ill-health and lowered satisfaction and commitment. The results of Study 1 provided a rationale for the development of an EI training program, a program to teach employees how to utilise the dimensions of EI more effectively in the workplace and to teach them how to deal with the negative emotions that arise from the experience of occupational stress. The prevalence of occupational stress in the Australian workforce is increasing and as a consequence many stress management intervention programs have surfaced in the literature, although none with emphasis on utilising emotions more effectively. The aim of Study 2 in this thesis was to develop, implement and evaluate an EI training program which had an emphasis on stress management. Study 2 involved the development of a five-session group training program and a standardised training manual. The training program was evaluated in terms of the variables identified in Study 1 (EI, occupational stress, strains, and outcomes of stress). The sample consisted of 79 teachers (55 with complete data sets). Baseline measures were taken at two time intervals prior to participation in the EI training program. Participants were assessed immediately after participation in the program and at a five-week follow-up interval. The findings of Study 2 demonstrated the effectiveness of the EI training program in terms of improving levels of EI, decreasing feelings of stress and strain and improving the outcomes of stress. These changes were evident immediately after completion of the training program and were maintained (or improved upon) at the follow-up time period. However there were some limitations to Study 2. Specifically, the short duration of the training program, the short follow-up time interval (of only five weeks) and the use of secondary stress management prevention tools were each limitations of this training program. Further research is necessary to address these limitations and to more accurately determine the efficacy of the training program developed in this thesis. Despite the limitations of Study 2, the EI training program implemented and evaluated in this thesis illustrated that a training program focussed on the emotional experiences of employees is able to successfully engage employees and assist them in dealing with the experience of occupational stress and the consequences of stress. Furthermore, these results demonstrate that the EI training program was successful in improving the employee�s level of EI, providing support for the theory that EI can be learned and developed. Overall, the development and implementation of an EI training program, in this thesis, demonstrated that behaviours underpinning the dimensions of EI can be learned and that training programs focussed on the emotional experiences of employees in the workplace can be effective in improving employee well-being and in decreasing feelings of occupational stress. The results of this thesis therefore provide support for including EI training programs as part of stress management for employees.

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Harries, Priscilla Ann. "Occupational therapists' judgement of referral priorities : expertise and training." Thesis, Brunel University, 2004. http://bura.brunel.ac.uk/handle/2438/3110.

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The British government currently requires mental health services to be targeted at the most needy (Department of Health, 1999). For occupational therapy services, where service demand far exceeds service availability, skill in referral prioritisation is essential. The studies in this thesis describe how experienced occupational therapists’ referral prioritisation policies were used to successfully educate novices. 40 British occupational therapists’ referral prioritisation policies were modelled using judgement analysis. Individuals’ prioritisation decisions were regressed onto 90 referral scenarios to statistically model how referral information had been used. It was found that the reason for referral, history of violence and diagnosis were most important. The occupational therapists’ capacity for self-insight into their policies was also examined by comparing statistically modelled policies derived from their behaviour with their subjective view of their cue use. Self-insight was found to be moderate (mean r = 0.61). A Ward’s cluster analysis was used on the statistically modelled policies to identify if subgroups of therapists had differing referral prioritisation policies. Four clusters were found. They differed according to several factors including the percentage of role dedicated to specialist occupational therapy rather than generic work. The policies that led to more of an occupational therapy role were found to give particular importance to the reason for referral and the client’s diagnosis. The occupational therapy professional body supports this latter method of working as it has recommended that occupational therapists should use their specialist skills to ensure clients’ needs are met effectively. Therefore the policies that focussed on clients’ occupational functioning were used to train the novices. Thirty-seven students were asked to prioritise a set of referrals before and after being shown graphical and descriptive representations of the policies. Students gained statistically significant improvements in prioritisation. Students’ pre-training policies were found to be those of generic therapists; a method of working that has been found to be leading to reduced work satisfaction and burnout (Craik et al.1998b). The training is therefore needed to ensure undergraduate occupational therapy students develop effective referral prioritisation skills. This will help to ensure that clients’ needs are met most effectively and work stress is reduced.

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Caldwell, Jennifer E. "Self-assessments skills of occupational therapy students." Thesis, Robert Gordon University, 1997. http://hdl.handle.net/10059/610.

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Increasingly health workers are expected to self-evaluate within the work-place thus raising the question as to how they develop such skills. To date there has been very little research on self-assessment in higher education courses which prepare health professionals for their future careers. The project aimed to investigate occupational therapy students' self-evaluation skills during their professional education and within their first work-place. This practice based investigation was conducted by a member of academic staff in one of the two centres in Scotland offering a BSc in Occupational Therapy course. Data was collected from two different universities offering the course, the study period was the academic years from 1992 to 1996. Four different research tools were used, a content analysis of relevant course documents was carried out; 113 students and 15 academic staff were surveyed using questionnaires, with regard to their understanding and use of self-assessment within the course; self-grading of academic work by three cohorts of students (n=113) was conducted and fifteen graduates and workplace supervisors health care and social work were interviewed through the use of repertory grid interviews. Self-evaluation was emphasised and strongly, linked to professional development, within the course documents of both universities. Students and academic stab identified clinical placements as the area within which, most commonly selfassessment occurred and developed. Students were generally positive with regard to self-assessment being used within the academic components of the course, however, staff were more hesitant. The students consistently under-rated their academic assessments although the majority were within a five-percent range of the experts' marks. One cohort of students did demonstrate an improvement in self-assessment over the three years but similar trends were not detected with the other two cohorts. The repertory grid interviews produced a large number of constructs (507 constructs). It would appear that graduates are able to self-assess accurately within the work place, as there was high agreement between graduates and supervisors regarding the graduates' skills and abilities. In conclusion this investigation indicates that there are discrepancies between course aims and objectives and the reality of self-assessment in the educational context. Although students have the opportunity to practice self-assessment within the academic situation they are limited in their ability to self-assess accurately. They are, however, very confident at self-assessing within the workplace. This confidence may be linked to the fact that as students self-assessments was practised during the clinical component of the course. There is a need for further research with more cohorts being followed throughout the length of their course and also cohorts within other courses.

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Chan, Wai-yan, and 陳慧茵. "An exploratory study on fulfilling information needs of vocational training." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209542.

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The purpose of this study is to propose a framework on career information management and guidance system for supporting career decision making of individuals through providing relevant career information and recommending suitable training courses based on ones’ personal particulars. Mixed research method is employed and both quantitative and qualitative surveys were conducted to collect user requirements and opinions with regard to the difficulties in locating relevant career information. Five interviews with purposefully selected training institutions in Hong Kong were conducted to explore the system requirements for career planning and guidance in particular for on-the-job training and retraining. On the other hand, 25 completed questionnaires from the workforce were collected with regard to their career information needs, as well as their perception on career information management and guidance system. The findings showed that the degrees of subject knowledge and ages of the users affect their information seeking behaviours and thus the requirements of the system. Although figures show that there might be a negative relationship between household income levels and training decisions, this relationship is not statistically significant. Furthermore, three underlying factors affecting individuals’ career decisions had been identified. They are (i) opinions from others; (ii) personalities, affections andabilities; and (iii) career plan and resources. The four factors influencing trainingdecisions are: (i) information perceived; (ii) physical constraints; (iii) affections; and (iv) resources. Based on the survey results, a framework of Career Information Management and Guidance System (CIMGS) backboned with Information Feeding (IF) model was proposed. The findings of this study will provide an insight to researchers on the application of information and communication technology such as social media tools and vocational guidance services on an internet-based self-administered career information management and guidance system.
published_or_final_version
Library and Information Management
Master
Master of Science in Library and Information Management

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Schaffer, Angela Joan. "South African industrial training discourse and policy from 1977 to 1982." Master's thesis, Faculty of Humanities, 1985. http://hdl.handle.net/11427/30325.

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This study examines the South African industrial training discourse and policy between 1977 and 1982. The period begins with the appointment of the Riekert and Wiehahn Commissions of Inquiry, both of which contributed materially to the restructuring of official discourse and policy affecting black industrial workers. The study ends after the first year of implementation of the Manpower Training Act of 1981. A method of ideological critique is developed and applied to the language and assumptions of the industrial training discourse and policy in order to show how the dominant industrial training ideas were formulated and given public exposure by significant reformist groups within the state and the capitalist class during a period of general ideological, economic and political change and contestation. The historical context is traced in order to situate the emergence of the reformulated and increasingly coherent dominant industrial training discourse. Prominent themes in this discourse such as the 'skills shortage crisis' are examined and related to developments in the South African social formation and economy. The agents and themes of the counter discourses in the industrial training arena are also identified and discussed. Finally, attention is given to the educational meanings which are subsumed within the industrial training formulations and it is shown how general adult education concerns are largely discarded in favour of considerations of capital accumulation in industrial training policy and rhetoric. It is argued that industrial training policy reflects the dual state strategy of incorporation of the relatively privileged sectors of the black population into a deracialized core economy in the metropolitan centres of South Africa and control of the numerically dominant poor Africans. The industrial training legislation and official guidelines for practice stress rigidly planned closed courses for worker-learners with the emphasis falling on positive attitudes towards the free enterprise system, specific and limited 'on-the-line' skills and worker-management harmony. The content of training courses is monitored through the system of training course registration and rewards for approved courses and methods are offered in the form of generous tax incentives.

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Tauber, Melody M. "Effectiveness of Career Enhancement Opportunities (CEO) program." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001tauberm.pdf.

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Hayford, Paula J. "Measurement of immediate gain in knowledge and long term change of behavior after attending an enhanced case management workshop." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002hayfordp.pdf.

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Parry, Odette. "The journalism school : the occupational socialisation of graduate jounalists." Thesis, Cardiff University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.334770.

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Tse, Hoi-yan Anthea. ""Review of organizational set up for vocational training and retraining" implications, impacts & opportunities on HRM in the Vocational Training Council /." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B3196736X.

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Tse, Hoi-yan Anthea, and 謝凱欣. ""Review of organizational set up for vocational training and retraining": implications, impacts &opportunities on HRM in the Vocational Training Council." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B3196736X.

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Ñopo, Aguilar Hugo Rolando, Miguel Robles, and Chanduvi Jaime Saavedra. "Occupational training to reduce gender segregation: The impacts of ProJoven." Economía, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/118267.

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Este artículo ilustra el proceso de evaluación de impacto del Programa de Capacitación Laboral Juvenil ProJoven. El programa provee a los beneficiarios un entrenamiento básico de tres meses en ocupaciones de baja calificación así como oportunidades para hacer prácticas. El diseño de ProJoven promueve la igualdad de género incentivando la participación femenina en ocupaciones tradicionalmente dominadas por los hombres y subsidiando la participación de madres de familia. En complemento con el detallado trabajo de campo, el trabajo econométrico implementa un procedimiento de emparejamiento en dos etapas que incluye los propensity scores, en una primera etapa, y de género e ingresos laborales, en la segunda. El emparejamiento por género permite la identificación de impactos diferenciados para hombres y mujeres; por otro lado, el emparejamiento por ingresos ataca el problema de las caídas de Ashenfelter. La evaluación muestra diferencias substanciales en los impactos del programa para hombres y mujeres. Dieciocho meses después de participar en el programa, la tasa de empleo de las mujeres aumentó aproximadamente 15% (frente a la tasa para los hombres, que se redujo 11%), la segregación ocupacional por género se redujo en 30% y el ingreso laboral de las mujeres aumentó en 93% (mientras que el de los hombres lo hizo en solo 11%). Por otro lado, el costo de promover esta igualdad de género representó solo 1.5% del presupuesto total de ProJoven. Estos resultados sugieren que los programas de capacitación laboral que promueven la equidad de género tienen efectos desproporcionadamente positivos para mujeres en un mercado laboral con importantes diferencias de género.

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Luk, Chun-yu Catherine, and 陸俊瑜. "A study of government policy on vocational training." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31964333.

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Winters, Jennifer. "Evaluating federal institutional training programs : a study in methodology." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=68146.

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This thesis evaluates the evaluations of federal institutional training to determine whether these produce reliable feedback on program performance. It is based on evaluations of the Canada Manpower Training Program (CMTP), the National Institutional Training Program (NITP) and the Direct Purchase Option (DPO) of the Canadian Job Strategy (CJS). Comparisons among the tools and techniques used in evaluating these three programs reveal that improved methods have been incorporated over time. However, a review of United States literature on social program evaluation reveals that these upgrades have not kept pace with research advances in this area. This thesis concludes that the methods used in evaluating federal institutional training and problems in their application have prevented evaluators from reliably assessing the performance of the CMTP, NITP and DPO programs.

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Proudfoot, Judith. "The application of attributional training and cognitive therapy to occupational settings." Thesis, King's College London (University of London), 1996. https://kclpure.kcl.ac.uk/portal/en/theses/the-application-of-attributional-training-and-cognitive-therapy-to-occupational-settings(429a4812-3661-4a29-929d-e2af0c32c67b).html.

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Bull, Danielle M. "How Can Occupational Therapy Improve the Effectiveness of Airline Pilot Training?" Thesis, Griffith University, 2020. http://hdl.handle.net/10072/393642.

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Worldwide commercial aviation has been expanding rapidly. This expansion is set to continue with major aircraft manufactures like Boeing in 2018 forecasting an additional 790,000 new pilots will be required worldwide by 2036. This expansion is changing the dynamics of pilot training and the flow on effect of less experienced pilots entering airlines. This changing dynamic led to an Australian Senate enquiry into pilot standards in 2010. In 2018 the Australian Minister for Transport commissioned an expert panel of pilot training organisations and senior airline managers to investigate aviation. The panel stated the current expansion played a significant threat to the commercial aviation industry. Threats included the prohibitive costs for new students to become pilots, airlines poaching flight instructors and a reducing number of flight examiners (FE). The flight examiner is responsible for the assessment of pilots at all stages of their career. In early pilot training there is a significant focus on aviation knowledge (e.g. rules of the air and aerodynamics) and flying skills (e.g. landing, turning, navigation) referred to as technical skills. Accidents over the last thirty to forty years in commercial aviation demonstrated that large aircraft in multi-crew flights were also attributed to human factors such as communication, teamwork and decision making, referred to as non-technical skills (NTS). The assessment of technical skills has remained somewhat unchanged. However, non-technical skills are still evolving with research showing there remains issues centred on the separation of technical and non-technical skills, the constructs used, and the low inter-rater reliability in non-technical skills assessment. Nevertheless, experience by the researcher over the last five years as an Occupational Therapist (OT) working with airlines showed pilots with reoccurring performance issues, while initially signalled by a flight examiner as a technical and/or non-technical skills issue, could be better explained and remediated when categorised as issues associated with the postural, sensory, visual and/or cognitive systems. This master’s thesis explores airline pilot performance using fundamental tools and perspectives used by Occupational Therapists. This exploration is not for the purpose of pilot selection, but rather, an opportunity to provide airlines with greater layers of intervention when performance issues arise with pilots. Accordingly, the study aimed to: 1. Identify a small number (four) of airline pilots previously assessed by a flight examiner demonstrating performances ranging from low to high. 2. Conduct further standardised and non-standardised occupational therapy assessments. 3. Determine if certain variables could impact on pilot performance. The study showed the poor performing pilot had issues across all four systems - postural, sensory, visual and cognitive systems. The average performing pilots had issues across three of the systems - sensory, visual and cognitive systems. The highest performing pilot had no major difficulties across any of the systems. Interestingly some tests showed a reversal of results, with the poor performing pilot testing higher on some sub-tests, while the highest performing pilot tested poorly. The study discusses the findings in relation to pilot assessment and remedial training.
Thesis (Masters)
Master of Education and Professional Studies Research (MEdProfStRes)
School Educ & Professional St
Arts, Education and Law
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Davis, Mark Edward. "Predictors of employer satisfaction with workplace-based contract training programs at community and technical colleges in West Virginia." Huntington, WV : [Marshall University Libraries], 2003. http://www.marshall.edu/etd/descript.asp?ref=209.

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Thesis (Ed. D.)--Marshall University, 2003.
Title from document title page. Document formatted into pages; contains p. viii, 135 p. Includes abstract. Includes vita. Includes bibliographical references (p. 112-115).

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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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Christian, Jody L. "An analysis of the methods utilized in business and industrial organizations by West Virginia training professionals to identify organizational training needs and evaluate training effectiveness." Huntington, WV : [Marshall University Libraries], 2001. http://www.marshall.edu/etd/descript.asp?ref=46.

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Frye, Julie Marie. "Occupational vulnerability| A study of novice school librarians." Thesis, Indiana University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3631273.

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Using Callahan's (1962) vulnerability thesis as a theoretical framework, this qualitative case studies research examines the occupational socialization of secondary, public school librarians. The study examines three novice librarians' autobiographical narratives and explores how participants perceived the influence of professional, critical events. The study addresses the challenges and successes that novice school librarians encounter or bring about during their early years in the profession. The study also examines how critical events create professional identities of school librarians, and how narratives of vulnerability (re)produce culture myths about teaching and librarianship.

In order to have a better understanding of the occupational socialization of the school librarian participants, I collected data from multiple sources for each of the cases. The procedures included direct observations, interviews, and document analysis. The research began while participants were student teaching, and data was collected until their second year of practice.

The results of the analysis indicate that participants' student teaching placements provided polarized experiences to model their practices after: either unrealistic or unacceptable. All participants express that they were unprepared for their service in public schools, and they were unsupported by their administrators in their first school librarian positions. In addition, they convey great discomfort with the "myths" of their clerical work that their administrators or job titles demanded. The study suggests that in spite of their perceived inadequate socialization, school librarian participants exhibit strength in the midst of great occupational challenges and role uncertainty.

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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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Curwood, Maurice Robert. "Competency-based training and assessment in the workplace /." Connect to thesis, 2004. http://eprints.unimelb.edu.au/archive/00001072.

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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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Schmidt, Klaus. "A comparative study of traditional dual vocational training programs and non-company based training programs on educational achievement, economic outcomes, job satisfaction, and training satisfaction /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841332.

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Lee, Patrick Quinn. "Essays in occupational fitness and absenteeism." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25151.

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Occupational fitness programs have enjoyed enormous popularity over the course of the past decade. Their continuing penetration into all sectors of the business community coupled with the rapid growth of organizations serving professional fitness personnel, suggests that their presence may be permanent. A major reason for the popularity of occupational fitness programs, is the claim that fitness programs can reduce employee absenteeism. Two important issues at this time are: (1) the role of physical fitness in mediating sickness absence behavior, and, (2) the role of participation in occupational fitness programs as a way of enhancing worker attendance motivation. These issues fit in well with the Steers & Rhodes (1978) Process Model, a conceptual framework which deals with employee absenteeism from the standpoints of ability to attend (ie. high fitness) and motivation to attend (ie. high morale). The Steers & Rhodes theoretical model was chosen as an appropriate vehicle to guide this study. Part I reviewed the claim that physical fitness as a physiological state, is inversely related to sickness absence among employees. The literature review suggested that fit employees would miss fewer days from work than unfit employees. The prediction that physical fitness and sickness absence will be inversely related, formed the core of the hypotheses generated in Part I. In addition, hypotheses were also developed concerning the possible effects of gender, age, length of service and company affiliation. Correlational analyses were performed on several physiological and absence variables obtained from a sample of employees from the years 1979 through 1984. Modest but significant inverse correlations were found to exist between MVO₂ and a number of different absence measures. The magnitude of these correlations disappeared in some cases when the groups were controlled for gender. Significant correlations were also found between variables such as length of service and absence or age and absence. Absence patterns for males and females and management and classified employees also showed significant group differences. These results point to the need to consider these personal and socio cultural variables when attempting to describe any relationships between occupational fitness and absenteeism. Part II chose the Steers & Rhodes concept of motivation to attend. Based on the review of literature, it was expected that participants in the company fitness program would report positive changes in a number of attitudinal and personal variables. A simple questionnaire was developed to assess this change, and the entire population of a very large (n=1076) corporate fitness program was polled. Respondents in the main, indicated a significant improvement in their personal perception of a number of different attitudinal variables. The magnitude of this improvement was significantly related to the length of time they have been members of the program and their degree of participation in the program
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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32

Ensor, Azelma A. "The relationship between interests, personality and student achievement in occupational training programmes." Thesis, Ensor, Azelma A (1991) The relationship between interests, personality and student achievement in occupational training programmes. PhD thesis, Murdoch University, 1991. https://researchrepository.murdoch.edu.au/id/eprint/50454/.

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Vocational interests and personality were investigated in five studies to determine the utility of these student characteristics as achievement correlates in a range of TAFE vocational training courses. The reliability and validity of the interest measure was examined in detail and the potentially confounding effects of ability on the link between interests and achievement was also checked. Study 1 substantiated the six factor structure of the Vocational Preference Inventory. Differences between the factor composition obtained here and the types originally proposed by Holland were assumed to be largely a function of changes in the role of certain occupations over time. Results from study two found that contrary to predictions, the construct of congruence derived from Holland's RIASEC model was not related to achievement for the current TAFE sample. The most likely explanation for these contradictory findings is the lack of conceptual distinction between the person and environment components of the congruence construct. Study three showed that typological preference was of limited utility as an achievement correlate for this particular student group. Although significant, the correlations were not strong and disappeared entirely when the effects of ability were controlled for. Studies four and five investigated the personality factor. Study four found substantial conceptual overlap between the types and Cattell's sixteen normal personality dimensions. Study five showed that these normal personality characteristics were positively related to achievement but varied as a function of the area of study in which students were enrolled. On the other hand, clinical features of personality appeared to exhibit a pervasively negative impact on performance irrespective of study area. These findings confirm the view that examination of student characteristics can play an important role in improving the productivity of the TAFE sector. However, equity issues in relation to the possibility of using such information as a selection tool for restricting entry to TAFE will need to be carefully considered.

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Rowe, Matthew S. "Crafting the Institutional Self Identity and Trajectory in Artistic Training and Creative Careers." Thesis, University of California, Berkeley, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10816760.

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This dissertation is a study of identity processes in two social domains: higher education and professional careers. Each chapter presents a distinct form of social identity and shows how it serves either as a resource to guide social participation (in the case of careers) or is a product of social participation (in higher education). "Institutional self" is a shorthand term for a pragmatic definition of identity, an ongoing process through which individuals make sense of their own capacities and trajectories as economic agents, in relation to the cues systematically produced in different environments. Each chapter of the dissertation develops a distinct conceptual model related to institutional self-formation, using empirical cases that are of interest to sociologists: the tensions of work in cultural production; formative stages of boundary-spanning careers; and college-level vocational training. Each fills gaps in the sociological research in these areas.

The data used throughout the dissertation come from 106 interviews conducted by the author with students, faculty, and graduates of one art school, Adams College of the Arts (43 students, eight faculty, and 55 graduates). The school is located in a metropolitan area on the West Coast of the United States, where interviews took place in 2012 and 2013. All participants are drawn from two academic departments at the school: Visual Design, centered on the discipline of graphic design, and Media Arts, a mix of several digital media applications. Subsequent qualitative analyses of interview transcripts were primarily inductive, involving several rounds of coding along with development of guiding questions that emerged from observed patterns in interviewees' personal accounts and detailed work histories. Each of the dissertation's three empirical chapters is presented as an independent research manuscript; introductory and concluding chapters frame the conceptual and empirical contributions of the project as a whole.

Chapter 2, "Boundary Work as Career Navigation in Design and Media," looks at how creative workers use rhetorics of creativity to justify preferences for a wide range of working arrangements. Interviewees pursue one of two distinct forms of boundary work: segmentation and integration. Segmentation involves reproducing the institutionalized opposition between artistry and commerce in the temporal and spatial arrangements of working lives. Integration breaks down the boundary, merging the opposing motivations. Each finds expression in a range of career-building practices, from maintaining separate creative projects, to becoming an entrepreneur, or leaving creative work altogether. In closing, the chapter questions the relevance of occupations as a place of sensemaking and belonging for skilled, contingent workers.

Chapter 3, "Self-Assessment and Self-Presentation in Disorderly Careers," looks at a different set of career navigation strategies, based on ongoing accounting of one's capacities in relation to the observed expectations of work roles and environments. The organization of American work has shifted fundamentally in the last few decades. Work in many skilled occupations now takes on patterns long found in creative fields: project-based work and "portfolio careers" that are disorderly, uncertain, and highly mobile. I find that young creatives continually evaluate their skills and personalities in market terms as they experience jobs in different contexts. These self-assessments lead to instrumental investment in "human capital"-both emotional and technical capacities-and self-selection into work roles based on a sense of fit with a firm, project, or industry. The chapter illuminates the experience of boundary-spanning careers, reviving an underdeveloped stream of micro-sociological career theory.

Chapter 4, "Crafting Identity: Two Approaches to Professionalization in Art School," turns to college education as a training ground in occupational identification and preparation for boundary-spanning careers. Professional training is the dominant contemporary form of higher education in America, having surpassed the arts and sciences in the number of undergraduate enrollees and graduates, yet sociologists know little about how students experience the professionalization process at the college level. I find that two departments providing artists with training in commercial art practices create distinct pedagogic cultures within the same school. One prepares students for industry-specific work roles to which students peg their future trajectories; the other cultivates general competencies that are applicable across industries, leaving students to identify likely work roles and career pathways. The analysis provides a conceptually nuanced model drawn from cultural and organizational sociology that is applicable across settings of higher education.

The dissertation concludes with a brief closing chapter that provides an overview of the contributions of each chapter and the project as a whole. It closes with questions for future research that are directly and indirectly informed by these findings that may be useful for sociologists of the arts and media, work and occupations, and culture.

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Robinson, E. "Academic performance and occupational aspirations in Mozambican secondary schools : case of Maputo." Thesis, University of Surrey, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.279660.

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Brewer, Patricia Annette. "Feedback in training: Optimizing the effects of formative feedback timing." Scholarly Commons, 1989. https://scholarlycommons.pacific.edu/uop_etds/3363.

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Although feedback has been widely used in training programs, there is still a lack of agreement concerning the conceptualization of feedback and the dimensions that should constitute a feedback message. In an attempt to address these issues, this study examined the bi-functional theory (Tosti, 1978) which says that feedback can function as either a discriminative stimulus or as a reinforcer. To test this theory, a training program in interviewing behaviors was administered to 12 undergraduate students at the University of the Pacific. The training consisted of one initial classroom training session and eight practice sessions. During the practice sessions the timing of formative feedback was varied for the three experimental groups which received either formative feedback timed immediately prior to each practice session, formative feedback timed immediately after each practice session, or no feedback. (Abstract shortened with permission of author.)

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Tsang, Wing-hong Hector. "The development of an indigenous treatment model of work-related social skills and work-related social skills training for people with schizophrenia in Hong Kong /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17311573.

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Moody, Mitchell Lawrence. "Georgia's structurally unemployed workers do state job training programs help? /." Diss., Atlanta, Ga. : Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/26599.

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Thesis (Ph.D)--City and Regional Planning, Georgia Institute of Technology, 2009.
Committee Chair: Nancey Green Leigh; Committee Member: Bill Drummond; Committee Member: Michael Elliott; Committee Member: Thomas Boston; Committee Member: William Schaffer. Part of the SMARTech Electronic Thesis and Dissertation Collection.

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Chevrier, Chantal. "La formation de la main-d'oeuvre dans le système d'éducation québécois." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22571.

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The economy of Quebec suffered for many years of persistent unemployment and skilled labour shortages that the market could not eliminate, neither government intervention as the number of youths enrolled in vocational programs at high school and college dropped of 50% in one decade.
Could we adjust vocational training so that it responds efficiently and usefully to the needs for skilled labour? This can hardly be achieved as the role of the educational system in that respect is not well defined, programming is inadequate, training for youths is not a priority, and its resources are as scarce as the information available to evaluate its profitability or to choose the most efficient set of programs.
To attain this conclusion, we reviewed surveys on training in firms to estimate if it takes advantage of all available social benefits. Their results did not allow such finding but revealed that Quebec firms train less than elsewhere in Canada, that training is the prerogative of firms experiencing hiring problems and targets mainly a skilled, educated and well paid labour force. Therefore, the intervention of the government lies within a distribution of responsibilities where vocational training supplies skilled labour to which those firms with more specific needs will add complementary skills.
Years ago, the vocational training system was well fulfilling this task as training institutions were one source of skilled labour favoured by Quebec firms. This has since changed. Our original analysis of the efficiency of vocational programs confirmed their inadequacy to the needs, especially at high school level, as most skills taught target occupations affected by chronic labour surpluses. (Abstract shortened by UMI.)

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Thompson, Sheila R. "The five most important entry-level employability skills that employeers of the Chippewa Valley seek in entry-level job applicants." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001thompsons.pdf.

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Brooks, Jennifer Margaret Beckett. "Personality style, psychological adaptation and expectations of psychologists in clinical training." Thesis, Open University, 1999. http://oro.open.ac.uk/57920/.

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Objectives: The current study aimed to profile the personality styles, expectations and psychological adaptation of Clinical Psychology Trainees. It also aimed to look at the relationship between these variables. Design: A cross-sectional postal questionnaire study, employing between group and correlational analyses. Methods: A sample of 364 psychologists in clinical training (57% response rate) from 15 UK clinical psychology training courses participated in the study. They completed questionnaires of personality, psychological adaptation, social support and an expectations measure specifically designed for the study. Results: The majority of psychologists in clinical training who participated in the study were well adjusted in terms of personality, did not experience extensive problems with psychological adaptation, and had the majority of their expectations met. A significant sub group reported personality adjustment problems and problems with self esteem, anxiety, depression and work adjustment. Low self esteem was present in just under a quarter of the sample. Personality adjustment was found to be related to expectations and psychological adaptation. Trainee psychologists with poorer personality adjustment were less likely to have their expectations met, especially with regard to the impact of training on their life, and were more likely to suffer from poor psychological adaptation, particularly in terms of low self esteem, anxiety, depression and work adjustment problems. Self esteem was related to discrepancies in actual and ideal social support. Some differences were found between year groups. Gender and age were not related to personality adjustment, psychological adaptation or expectations. Conclusions and Implications: The findings were discussed in terms of the interpretation of personality style. Implications for clinical psychology training and the profession of clinical psychology were considered.

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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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Fillpot, James Michael. "Computer-generated speech training versus natural speech training at various task difficulty levels." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/746.

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Dean, Gary J. "Factors affecting participation of displaced workers in adult education and training programs." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1260979625.

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Smith, D. V. L. "The community interaction approach to occupational choice : a study of fifth form school leavers." Thesis, Birkbeck (University of London), 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325088.

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Panopoulos, Frances. "The role of transformational leadership in a follower focused model of police recruit occupational adjustment." Phd thesis, Faculty of Health Sciences, 1998. http://hdl.handle.net/2123/6618.

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MacNeill, Rodney M. "The prediction of dropout in an entry level trades training program." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/31102.

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Withdrawal from a program of studies can have negative consequences that extend beyond those that directly affect the dropouts. Beyond the lack of employment related skills and the impact that dropping out may have on students' confidence in their ability as learners, attrition also has an effect on the educational institute and sponsoring agencies. For example, program attrition leaves the training provider with empty seats but no corresponding reduction in training costs and the sponsoring agencies with a limited return on their training investments. This study examined attrition in short-term vocational programs to determine if factors from research on other postsecondary populations are applicable to these kinds of students. A formula was also developed to predict, early in the program, which students are most likely to withdraw. A review of the research confirmed that what is known about factors related to attrition for students in short-term vocational programs is limited. This necessitated a "borrowing" of factors from research directed at high school students and those in adult and higher education programs. By means of a mailed questionnaire, and using institute records, data were collected for those factors relevant to the population and program under study. These factors were divided into those students brought with them and those they experienced after they began their training. Of the 36 pre-entry factors studied, 12 produced statistically significant relationships when compared to persistence/withdrawal. The significant factors included high school graduation; test scores on reading vocabulary, reading comprehension, reference skills, math computation, math concepts and applications, and combined reading and combined math scores; mean differences in age; the student's socioeconomic status; certainty of program choice; and locus of control as related to high school persistence/withdrawal. Of those categorized as postentry, 10 of the 28 factors produced statistically significant relationships when compared to the indicator variable. These factors were enough study time, study time compared to others, hours per week at PVI, tests passed per attempt, tests exceeded per attempt, feeling that friends had gained from the program, estimation of program success, financial concern, agency sponsorship, and the use of Training Consultants. Combining the statistically significant factors using multiple regression analysis produced a prediction formula which included tests passed per attempt, combined math scores, study time compared, age, and feeling that friends had gained from the program. Conclusions based upon the results of the study centered around the application of attrition factors from the study of other populations and the utility of prediction for practitioners. In essence, the researcher believes it is inappropriate to make assumptions regarding attrition by short-term vocational students based upon research findings from other populations. In addition, even though the findings which characterized persisters as "good students" indicate that attrition rates may be reduced by either restricting admission by students who do not fit the profile or by providing these students with additional support, the amount of variance accounted for (16 percent) based upon the results of the multiple regression analysis suggest caution be used in making any decision. The researcher concludes by recommending that future studies examine attrition by using a variety of research methods in an attempt to clarify which factors are related to student attrition.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate

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Womack, Carl E. Jr. "Army Company-Grade Leaders' Perspectives of Resilience Training| A Case Study." Thesis, Grand Canyon University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13814145.

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The purpose of this qualitative descriptive multiple case study was to understand what were a group of former company-grade leaders? perspectives of Army resilience training and how these perspectives impacted training transfer of resilience training in their former units. The theoretical framework underpinning this research was Holton?s human resource development evaluation research and measurement model. Two research questions were posed in this study: 1. What were a group of former Army company-grade leaders? perspectives of resilience training? 2. How did former Army company-grade leaders? perspectives of resilience training relate to their prioritization, implementation, and fostering of a supportive climate for resilience training within their former units? A homogeneous purposive sampling strategy was used to recruit 10 former company-grade leaders near an Army installation in the southwestern United States. Data was collected from three sources using within-method triangulation: focus groups, open-ended in-depth individual interviews, and historical documents. Data analysis included thematic analysis and both deductive and inductive coding. Four themes emerged from the data relating to the training transfer of Army resilience training: perception of training, transfer climate, external events, and organizational training management indiscipline. Ineffective resilience training instructors were the catalyst driving negative affective reactions from former company-grade leaders. This, in turn, contributed to their negative utility perception of Army resilience training. This negative perspective of resilience training transcended individual leaders and permeated their unit?s climate, creating a barrier to the transfer of resilience training to soldiers within these leaders? former units. Keywords: resilience, training transfer, perception of training, transfer climate

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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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Maurina, Mary. "Charcteristics [sic] of successful Job Training Partnership Act (JTPA) participants in Minneapolis, Minnesota." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998maurinam.pdf.

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Siu, Sau-yin Cindy. "An assessment of the implementation of the youth pre-employment training programme." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23295545.

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Dissertations / Theses on the topic 'Occupational training'

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