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Hale, Patricia. "Manager Training: Professional Development Content for New and Newly Promoted Managers." Ohio University Honors Tutorial College / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1461322913.
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Joseph, Janine Marcelle. "Professional development programme for middle managers at schools." Thesis, Peninsula Technikon, 2005. http://hdl.handle.net/20.500.11838/1905.
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Thesis (MTech (Education))--Peninsula Technikon, Cape Town, 2005In order for productive and positive interaction and growth to occur, schools need to be regarded as organisations with a specific purpose and aim. This means that very definite duties and responsibilities need to be structured to ensure that the organisation operates smoothly and that it achieves its aims and goals. In turn, smooth organisational operation will also determine its effectiveness and efficiency and the impact it has on educators, learners and the community. A professional development programme for middle managers might help to expand a philosophy and practice, which could help to equip middle managers of primary schools for a role in bringing about qualitative changes to address educational, needs. This study attempts to investigate the skills, knowledge, values and attitudes required by middle managers of Heads of Department (HODs) to be effective in their departments. This could be used to develop a skills development programme for middle managers in primary schools. The study as a whole is set against the research literature on the professional development of middle managers in primary schools and focuses on the following aspects: (I) managing policy; (2) managing people; (3) managing teaching and learning and (4) managing resources. In the exploration of the management roles and responsibilities of middle managers in primary schools. qualitative and quantitative research approaches were used in investigating the research questions. The research instruments used in the study included 11 semi structured questionnaires, interviews and a focus-group workshop. After the development of data collection instruments, data was collected through semi- structured questionnaires from HODs at selected 18 primary schools. Interviews were also conducted with four principals, one circuit manager, the Assistant Human Resources Consultant and the Human Resource Coordinator of the WCED. A workshop was also conducted with 35 BTech students to develop a framework for a management programme for middle managers in primary schools. The research study reveals the following aspects: (I) the Western Cape Education department has no existing skills development policy for the training of middle managers in primary schools; (2) research respondents identified a need for training in the interpretation and formulation of policies within their various departments as well as training in conflict management and counselling in order to successfully manage the human resources in their department; (3) finance is available for the training of educators but not specifically for middle managers, (4) educators prefer formal training above informal training. This thesis then examines, analyses and discusses these findings with recommendations that follow in Chapter 5.
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Fox, Alison. "Leading collaborative professional enquiry : implications for teachers, chartered teachers and their managers." Thesis, University of Stirling, 2009. http://hdl.handle.net/1893/1756.
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This research explores the implications of the practice of collaborative professional enquiry on professional re-formation and development. A series of case studies focuses on four aspiring Chartered Teachers as they lead collaborative enquiries in two schools. The case studies take account of the experiences of the teachers in the collaborative groups, as well as the managers in both schools. Using a Foucauldian theoretical framework, relations of power between all participants are explored. This reveals that active positioning is in operation. The Chartered Teachers are positioned in an ‘in-between’ space: neither teacher nor manager, and this appears to have allowed them to construct and negotiate new possibilities, contributing to their developing professional identities. While this challenged the established hierarchies in schools, the teachers reported that undertaking collaborative professional enquiry under the leadership of the Chartered Teachers, benefitted themselves and their pupils, appearing to offer opportunities to demonstrate an active professionalism which was in contrast to the expectations of their managers. The findings raise several issues for consideration by the profession. These include a recommendation that collaborative professional enquiry is encouraged as a core pedagogical resource. The research also highlights the need for policy makers to take account of the way power is exercised in and on schools when developing new policies and evaluating the success of current ones. It is argued that genuine and open dialogue is necessary and it is recommended that the national CPD framework should reconsider the current practice of supporting distinctive pathways within the profession.
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Bae, Eul-Kyoo. "Perspectives of training evaluation among nuclear power training professionals and line managers." Connect to resource, 2002. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1258727940.
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Severan, Debra Devillier. "A Qualitative Approach to Transfer of Training for Managers in Leadership Development." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7570.
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Learning and development (L&D) professionals in a Fortune 500 company were unable to determine whether managers who completed leadership development courses were transferring what they learned to their work practices. The purpose of this qualitative single instrumental case study was to uncover the factors that accelerated or impeded the transfer of training for employees in the workplace. The conceptual framework was social cognitive learning theory with emphasis on the triadic reciprocal causation model. Guiding questions were used to explore 2 areas: (a) how managers described their preparedness to transfer the training to their jobs, and (b) how managers described their perceptions of the transfer of training from the concepts learned in class to practical job application. Data were collected through one-on-one online interviews with 12 managers who had completed a leadership development course. Data analysis included organizing the data; reading them multiple times; developing codes, categories, and themes; and interpreting the findings. Over 90% of the participants stated that they felt prepared to implement the training after the class. However, only half reported a moderate to high level of confidence incorporating the training into their work. A 3-day professional development project was designed to heighten awareness of the benefits of advancing the transference and application of training with a strong focus on driving social change in the workplace through improved interpersonal skills between managers and their direct reports.
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Evans, Michele Denise. "Evaluation of training for building based data managers within a scientifically based reading research program." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1092699843.
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Воробьева, Евгения Вячеславовна, and Николай Конеевич Чеботарев. "Готовность к адаптивному управлению современного менеджера в условиях конкуренции на рынке труда." Thesis, Imi-Nova, Chişinău, Moldova, 2018. http://repository.kpi.kharkov.ua/handle/KhPI-Press/49279.
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The article analyzes the process of formation of readiness for adaptive management of future managers in the process of vocational training in the institution of higher education. Such organization of educational and educational process, which provides for correction of its components and system of interaction of subjects, is proposed for the purpose of activating the independent cognitive activity of students at each stage. Also defined are the main components of readiness for adaptive management in the process of training managers and teaching methods, with the help of which they can be formed. The article contains analytical material on the competitiveness of future managers in the labor market, subject to readiness for adaptive management. Also, the article includes suggestions on the use of master classes, including the author's "From Adaptive Leadership Leader in an Adaptive Organization" and "Time Management: Managing the Personal Effectiveness of a Modern Leader", in the educational process with the goal of forming readiness for adaptive management in the process of training managers.
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Crosland, Gerri, and n/a. "Social welfare professionals as managers : a feminist perspective." University of Canberra. Management, 1992. http://erl.canberra.edu.au./public/adt-AUC20060703.122518.
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The dissertation presents the argument that the formal training of a professional social
worker is relevant but not equivalent to the training needs of a professional manager in the
social work field. Social work professionals as managers do not, without management
training, have the same credibility and/or skills as professional managers of social work.
Within the general topic of welfare, research is first directed to the Australian welfare
experience in its historic sense. Selecting relevant philosophical and ideological frameworks
the writer a) critically explores traditional and contemporary theories, with special
reference being made to bureaucracy, organization, and management; b) investigates
theories and practices of social workers and social work managers to ascertain their
relevance to contemporary Australian society, using the A.C.T. Family Services Branch as an
example of a social welfare agency. This assists in explaining the context, functions and
obligations of a welfare agency, as it responds to the needs of the community and of the staff
it employs.
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Варенко, Володимир Михайлович. "Компетентнісний підхід у підготовці фахівців з документознавства та інформаційної діяльност." Thesis, Талком, 2015. http://er.nau.edu.ua/handle/NAU/22892.
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Варенко В.М. Компетентнісний підхід у підготовці фахівців з документознавства та інформаційної діяльності / В. М. Варенко // Історико-культурна спадщина: збереження, доступ, використання : матер. Міжнар. наук.-практ. конф., м. Київ, 7–9 квітня 2015 р., Національний авіаційний університет / редкол. Тюрменко І. І. та ін. – К. : Талком, 2015. – С. 327–330.The article investigates the implementation of competence-oriented approach to training future Records Managers.
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Trimbach, Kara Elizabeth. "Examining Perceptions of Obesity-Related Training Opportunities and Needs for Head Start Health and Nutrition Managers." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1588247558473111.
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Edmundson, Andrea Louise 1955. "Executive skills in selected agricultural professions." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276618.
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The purpose of this study was to identify the executive skills employed by County Extension Directors (CEDs), Trade Association Directors (TADs) and Team Leaders/Chiefs-of-party (TL/COPs), to determine which frequently used executive skills were common to all three positions and to identify the major source of executive skill acquisition. Analysis of the executive skills employed by CEDs and TL/COPs (the TADs were excluded from this analysis for statistical reasons) revealed 34 frequently used executive skills common to both groups. These were in the areas of problem-solving, group dynamics, decision-making, coordinating, communication and organization. Most respondents acquired their executive skills on the job, but 85% held Bachelor's degrees and over half of those were in agricultural disciplines. Study results indicated an opportunity for Colleges of Agriculture to develop executive skill curricula in addition to technical curricula at the undergraduate level. Internships and experiential classroom activities were recommended to facilitate executive skill development.
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Gorman, Helen. "Skills, knowledge and continuing education for complex care management : a critical evaluation of the roles, tasks and skills of care managers in a context of changing professional identities and the commodification of welfare." Thesis, Birmingham City University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297986.
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Soderquist, Geraldine Lee. "Teacher professional development in technology integration." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2402.
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The purpose of this project was to design, create, and produce a web site for teachers that instructs them on the creating, developing and sharing of Web Quests. Web Quests utilize the wealth of information on the internet to provide a means of moving the teacher away from lecturer and toward facilitator.
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De, Villiers D. B. "Kurrikulumontwikkeling vir volhoubare sportbestuuropleiding in Suid-Afrika." Thesis, Stellenbosch : University of Stellenbosch, 2003. http://hdl.handle.net/10019.1/3178.
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Thesis (PhD (Education )--University of Stellenbosch, 2003.355 leaves printed on single pages, preliminary pages i- xxiii and numbered pages 1-330. Includes bibliography and list of tables. Digitized at 600 dpi grayscale to pdf format (OCR), using a Bizhub 250 Konica Minolta Scanner.
ENGLISH ABSTRACT: The sporting environment in South Africa started changing drastically when professional sport increasingly became a reality after years of sporting isolation. As a result of these changes new career opportunities opened up because professionals were required to manage professional sport. These new professional sporting organisations are modelled on economically active businesses that require managers at all levels. Training institutions soon started offering programmes to train these so-called sports managers. Although there are specialists working in the sporting environment, the generic term "sports manager" is used to identify these individuals. The appropriate and sustainable training of sports managers forms the nucleus of the research in this study. Training programmes for sports managers are mostly offered at departments of human movement studies or sports science. This tended to create the impression that these training programmes are merely adapted human movement studies programmes that do not necessarily make provision for the professional sports management industry. The main purpose of this study was to design a curriculum framework for sport management training that is not only practice-oriented, but that also ensures sustainable programmes. To realise this, both an international and a national historical perspective on sport management training were researched. A description of a theoretical curriculum model with specific reference to current trends in education in South Africa was given. Furthermore it endeavoured to establish, from within the sporting industry, the knowledge and skills that are required for a career in sports management. From this information an attempt was made to suggest a curriculum framework so that appropriate and sustainable sports management training programmes can be offered. From a historical survey it became evident that sports management training programmes are in a relatively early development phase. An analysis of international programmes revealed that these programmes focus mainly on the economic and management activities in sports management organisations. Few instances were found where human movement studies constituted a prominent part of the contents of the programmes. However, the opposite was found to be true when South African programmes were reviewed. The majority of these programmes include components of human movement studies/sport science in their contents. Some of the programmes focus specifically on human movement studies/sport science and merely offer introductory modules on aspects of sports management. This study indicates the necessity for sports management training programmes in higher education to fit into specific structures in the South African education framework. New developments centred around the South African Qualifications Authority, the Higher Education Board and more specifically the National Qualifications Framework have been researched and applied to sports management training programmes. To place this study within the perspective of curriculum development, various models and methods of curriculum evaluation were explored. As a result of this a synoptic list was compiled to which sports management programmes may be required to comply. As part of the study a questionnaire review was conducted to indicate sports managers' knowledge and skills requirements in three levels of management. Guidelines were derived from this for generic contents of sports management programmes. It was also indicated that specialist functions exist within the sports management industry and that this phenomenon cannot merely be ignored by academic institutions when curricula are designed. These findings were used to suggest a possible framework for sports management curricula. In the light of a changing environment in South Africa and the development of the professional sports management industry, it is necessary that this framework should continuously be supplemented in a dynamic sporting environment.
AFRIKAANSE OPSOMMING: Die sportbedryf het in Suid-Afrika drasties begin verander toe beroepsport na jare van sportisolasie toenemend 'n werklikheid geword het. Uit hierdie veranderinge het daar nuwe beroepsmoontlikhede ontstaan deurdat professionele persone nodig was om professionele sport te bestuur. Hierdie nuwe professionele sportorganisasies is op die lees van ekonomies-aktiewe besighede geskoei wat beteken dat bestuurders op aile vlakke benodig is. Opleidingsinstellings het spoedig begin om programme aan te bied vir die opleiding van hierdie sogenaamde sportbestuurders. Alhoewel daar 'n verskeidenheid spesialiste in die sportomgewing werk, word die generiese term "sportbestuurder" gebruik om hierdie persone te identifiseer. Die toepaslike en volhoubare opleiding van sportbestuurders vorm die kern van ondersoek in hierdie studie. Opleidingsprogramme vir sportbestuuropleiding word meestal in departemente van menslike bewegingskunde of sportwetenskap aangebied, wat die vermoede laat ontstaan het dat hierdie programme slegs aangepaste menslike bewegingskundeprogramme is en nie noodwendig vir die volle spektrum van behoeftes van die professionele sportbestuurbedryf voorsiening maak nie. Die hoofdoel van hierdie studie was die daarstelling van 'n kurrikulumraamwerk vir sportbestuuropleiding wat nie net praktykgerig is nie, maar ook die volhoubaarheid van hierdie programme verseker. Om dit te verwesenlik, is daar gepoog om 'n internasionale en nasionale historiese perspektief oor sportbestuuropleiding daar te stel. 'n Teoretiese kurrikulummodel is beskryf met spesifieke verwysing na huidige onderwystendense in Suid-Afrika. Vervolgens is gepoog om vanuit die sportbedryf te bepaal wat die kennis- en vaardigheidsvereistes is wat die sportbestuurberoep aan individue stel. Uit hierdie gegewens is gepoog om 'n kurrikulumraamwerk te ontwerp ten einde 'n bydrae te maak tot die volhoubare en toepaslike voorsiening van sportbestuuropleiding. Uit 'n historiese oorsig het dit geblyk dat sportbestuuropleidingsprogramme in 'n relatief vroeë ontwikkelingsfase verkeer. Wat uit die ontleding van internasionale programme duidelik geblyk het, is dat hierdie programme veral op die ekonomiese en bestuursaktiwiteite van sportbestuurorganisasies gefokus is. Min gevalle is aangetref waar menslike bewegingskunde 'n prominente deel van die programinhoud uitmaak. Daar is egter bevind dat die teendeel grootliks waar is van programme in Suid-Afrika. Die meerderheid van die programme het wel komponente van menslike bewegingskunde/sportwetenskap as deel van die inhoud. Sommige programme fokus spesifiek op menslike bewegingskunde/sportwetenskap en bied sportbestuuraspekte slegs as inleidende modules aan. Die studie toon aan dat dit noodsaaklik is om sportbestuuropleidingsprogramme in hoër onderwys binne spesifieke strukture in die Suid-Afrikaanse opvoedingsraamwerk in te pas. Ontwikkelinge rondom die Suid-Afrikaanse Kwalifikasie-owerheid, die Hoër Onderwysraad en meer spesifiek die Nasionale Kwalifikasieraamwerk is ondersoek in die lig van moontlike toepassings op sportbestuurprogramme. Om die studie binne die perspektief van kurrikulumontwikkeling te plaas, is ondersoek ingestel na verskillende modelle en metodes van kurrikulumevaluering. Hieruit is 'n oorsiglys waaraan sportbestuurprogramme moontlik beoordeel kan word, saamgestel. 'n Vraelysondersoek is benut ten einde kennis- en vaardigheidsvereistes van sportbestuurders op drie bestuursvlakke aan te toon. Riglyne ten opsigte van generiese inhoude vir sportbestuurprogramme is hieruit verkry. Daar is ook aangetoon dat spesialisfunksies binne die sportbestuurbedryf bestaan en dat hierdie verskynsel tydens kurrikulumontwerp nie sonder meer deur akademiese instellings geignoreer kan word nie. Hierdie bevindinge is gebruik om 'n moontlike raamwerk vir sportbestuurkurrikula voor te stel. In die lig van 'n veranderende samelewing in Suid-Afrika en die ontwikkeling van die professionele sportbestuurbedryf is dit noodsaaklik dat hierdie raamwerk in 'n dinamiese sportomgewing voortdurend aangevul word.
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Saale, Nwike B. (Nwike Brother). "The Participation of Nigerian Licensed Engineers in Professional Development Activities Related to Management." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331294/.
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Many engineers perform managerial roles; however, their professional education in engineering usually does not include management education. Thus, this study examined the participation of the Nigerian licensed engineers in professional development activities in management. The study proposed (1) to determine if, in fact, Nigerian licensed engineers participate in management education and training; (2) to determine the management programs in which the engineers participated and whether participation was voluntary or required, or within Nigeria or overseas; (3) to test hypotheses dealing with these variables: age, management level, academic level, years of experience in a managerial role, and sector of employment; and (4) to identify the mean number of hours of participation. Also, the engineers were asked to judge the value of non-credit versus credit programs.
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Rocha, Ailana Freitas. "A formação do gestor educacional para o ensino básico no Mercosul: Brasil e Argentina." Universidade Catolica de Salvador, 2013. http://ri.ucsal.br:8080/jspui/handle/123456730/284.
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Esta pesquisa teve como objeto de estudo a formação do gestor educacional para o ensino básico em dois países do Mercosul: Brasil e Argentina. O objetivo principal foi verificar se os cursos de formação de gestores educacionais, oferecidos pelas duas universidades do Mercosul: uma em Jequié, Bahia, Brasil e outra, em Buenos Aires, Argentina utilizam os Tratados de reciprocidade educacional firmados no Protocolo de Intenções de 1991. O referencial teórico sobre a formação do gestor educacional foi embasado na literatura nacional e internacional, e nos protocolos, acordos, tratados de reciprocidade firmados no âmbito do Mercosul, bem como nas legislações educacionais de ambos os países. A metodologia empregada foi qualitativa, descritiva, mediante o estudo de caso múltiplo, com análise documental e análise contrastiva. Os sujeitos da investigação foram (05) alunos, (02) professores e (02) coordenadores dos cursos de formação de gestores educacionais perfazendo um total de (09) participantes das duas universidades pesquisadas. Os instrumentos utilizados para a coleta de dados consistiram em entrevistas semiestruturadas e análise de documentos disponibilizados pelas IES. Os resultados das análises dos dados coletados evidenciam que, embora os cursos de formação de gestores educacionais das IES pesquisadas, Universidade Estadual do Sudoeste da Bahia-UESB e da Universidade Nacional de Tres de Febrero-UNTREF, sejam oferecidos em países diferentes, apresentem algumas características que podem ser distintas e outras que podem ser consideradas semelhantes. No primeiro caso estão o público alvo, a matriz curricular, os trabalhos de conclusão de cursos, o contexto em que é discutida a formação do gestor educacional e a utilização dos Tratados de reciprocidade educacionais firmados no Protocolo de Intenções de 1991. No segundo caso, há semelhanças com relação aos cursos que têm o mesmo foco na formação de profissionais para atuar na área da administração, planejamento, organização e supervisão das escolas, compreendendo a dimensão social da atuação profissional; assim como a metodologia utilizada pelos cursos, que consiste em aulas expositivas, seminários, incentivo à pesquisa e produção de artigos científicos. O objetivo básico dos cursos é contribuir para o aprimoramento profissional e o domínio de competências na área de gestão educacional. Ambos os cursos buscam a atualização permanente, comprometida com o desempenho profissional. As semelhanças repercutem de forma positiva em ambos os cursos, demonstrando que é possível estabelecer perfis mínimos de formação profissional dos gestores educacionais para atuarem no eixo do Mercosul.
This research had as its object of study the formation of the educational manager for basic education in two Mercosur countries: Brazil and Argentina. The main objective was to verify whether the reciprocity educational agreements signed in 1991 were implemented by the graduate courses for educational administrators, offered by two universities Mercosur: one in Jequie, Bahia, Brazil and one in Buenos Aires, Argentina. The theoretical training on the educational management was based in the national and international literature, and protocols, agreements, reciprocity agreements signed within Mercosur, as well as educational laws of both countries. The methodology was qualitative, descriptive, through multiple case study with document analysis and contrastive analysis. The research subjects were (05) students (02) teachers and (02) coordinators of training courses for educational administrators making a total (09) participants from two universities surveyed. Data were assessed with semi-structured interviews and analysis of documents provided by the Higher Education Institution - HEI. The results of the analyzes of the data collected indicate that, although these oferred by State University of Southwest Bahia - UESB and the National University of Tres de Febrero - UNTREF - are implemented in different countries, they have both distinguish hedand similar features. In the first case are the target audience, the curricula, the work of completing courses and context in which it discussed the formation of the educational manager and the use of educational reciprocity traties signed in the Protocol of intentions for 1991. In the second case, there are similarities with respect to courses that have the same focus on training professionals in the area of administration, planning, organization and supervision of schools, including the social dimension of professional practice, as well as the methodology used for the courses that consists of lectures, seminars, encouraging research and scientific articles. The basic objective of the courses is to contribute to the improvement professional skills in management. Both seek permanent update, committed to professional performance. The similarities impacting positively on both courses indicate that it is possible to establish profiles of minimum training of educational administrators to work in the Mercosur envirement.
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Harun, Mazlan. "Computer supported IT training for managers." Thesis, Loughborough University, 2000. https://dspace.lboro.ac.uk/2134/7340.
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It is widely acknowledged that communications and information technologies (C&IT) have revolutionised organisational life. However, although C&I technologies have extensively entered the workplace, in many organisations they seem to be making very little contribution to the achievement of the goals of the organisation. The research that has been focused in this area has suggested that potential users in the organisations are perceived (and often perceive themselves) to have inadequate knowledge and skill to utilise the technologies effectively. It also indicates that the users frequently lack motivation to use the technologies because they feel that the technologies are insufficiently supportive of tasks, which they need to perform. This latter observation appears to be particularly important where the users have the choice as to whether and when they will use the technologies (i. e. they are 'discretionary' users) as is often the case with managers in a non-C&IT focused organisation. Service and an interest in the role of training in this process. As a starting point, a study of previous research work was undertaken which indicated that conventional training was likely to be of limited usefulness in this environment. It also indicated that C&IT based support systems in the workplace were being suggested as a possible The research presented in this thesis started from a perceived need to improve the effective utilisation of the new technologies by managers in the Malaysian Civil supplement to existing conventional training methods. These results were field tested by undertaking a survey of a sample of managers in the Malaysian Civil Service to determine their perception of existing training and to assess the potential acceptability of C&IT based support for their work. The results of the survey confirmed the other research studies by indicating that the existing training, while satisfactory in itself, did not seem particularly relevant to the workplace tasks that the managers needed to carry out. The results also indicated that the knowledge and skill gained through training had frequently been forgotten or lost by the time it was needed in the workplace. Finally, a significant number of the managers who were surveyed indicated that they were interested in `point of need' support and that, although they would prefer that support to come from people, they would be interested in trying a C&IT based system, if one were provided. An examination of the requirements for point of need support indicated that any system must include both information about the usage of the C&I technologies and equipment themselves and about the application of the technologies to the tasks which needed to be performed in the workplace. Given the spatial distribution of the managers and the relatively rapid evolution of the applications that the managers would be expected to use, it was postulated that a fully distributed system with `learning' capabilities would require. To test the principles involved a prototype Web based system was developed and released. Initial feedback has been collected and analysed and suggestions are made for the application of the findings to improving the effectiveness with which managers use communications and information technologies in the workplace.
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Analoui, Farhad, and Mohammed I. Al-Madhoun. "Empowering SME Managers in Palestine." Ashgate Publishing Ltd, 2006. http://hdl.handle.net/10454/3784.
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NoSMEs create employment, wealth and a potential for future growth. In Palestine they can also mean survival and freedom. In Palestine they are not a choice but a necessity for sustainable development. But by their nature SMEs are vulnerable in a business environment characterized by uncertainty. To give the managers of SMEs in Palestine a realistic chance of success they need training to enable them to meet the challenge of running their enterprises effectively. Drawing on original research undertaken within Palestine this book explores how the challenge is being met (and considers how it might be even more successfully met) by enabling and empowering the owners and managers of these pioneering businesses.
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Boyes, Maria. "A decent writer: professional environmental communication among environmental managers." Title page, table of contents and abstract only, 2004. http://hdl.handle.net/2440/37949.
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The study explores a set of genre-hybrid reviews, 1999-2001, characterised by a standpoint of ecological rationality, and produced by a professional writer for a professional environmental management organisation. The interaction between such managers has not been studied before in terms of professional communication and was delineated as a new field of enquiry. The issues of tact and Face were important for this organisational community, which shared characteristics of contact communities and Communities of Practice. Methods used derive from studies of text in context, and organisational communication. The assembly of theoretical material is one outcome of the study, which tackled three questions: 1 To assess in what way the reviews made a contribution to the organisation, Weick's equivoque and the notion of the Fractal were combined to explain the text as an active organ for collaborative organisational learning and knowledge management. Thereby the texts are presumed to have contributed to the organisation's goal to enhance knowledge and practice in environmental management among managers drawn from diverse intellectual backgrounds. 2 To address the question of the technical characteristics of the reviews, narrative polyphony concepts provided suspension dialogia, which complemented the notion of translation suspension. 3 To address how the reviewer had managed to reproduce organisational patterns despite his inconsistent moral standpoint, the search for a theoretical position travelled through code-switching, pragmatics and translation, emerging with a concept similar to intersemiosis, labelled 'codehandling'. The combination of questions produced complex answers. Translation constructs, such as dynamic equivalence, increasingly emerged as productive and suitable to complement emerging endogenous approaches in environmental management literature. The genre-hybrid is argued to have altered the social function of the review. In prioritising interaction, it put at risk the organisation's strategic tact 10 structure. Nevertheless, the reviewer managed the risk within acceptable limits and produced popular and successful reviews.Thesis (Ph.D.)--School of Humanities, 2004.
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Li, Li. "The use of technologies for hospitality managers' professional development." Thesis, University of Surrey, 2009. http://epubs.surrey.ac.uk/2120/.
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Harper, Malcolm Roy. "How professional service managers in higher education understand leadership." Thesis, Manchester Metropolitan University, 2015. http://e-space.mmu.ac.uk/616996/.
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Based on the idea of leadership as an intentional process of influence the research question for this study asks how do professional service managers in higher education understand leadership? This question is answered by investigating the understanding of leadership by twenty professional service managers operating in two research-intensive universities in the United Kingdom in 2012. The topic of leadership has been much researched and debated, however the leadership of professional service managers within the particular context and culture of higher education, where the primary focus is on academic activity and leadership, has been little considered. Therefore, given their supportive or even subordinate role, the way in which professional service managers believe they need to undertake the leadership of their own staff and influence academic and other colleagues within the organisation is important to providing a more comprehensive understanding of the processes of leadership within higher education. In recent decades, academic research on leadership has expanded beyond a focus on the traits and competencies of individual leaders to considering leadership as a social process encompassing ‘followers’ within an organisational context in which ‘leadership’ may be distributed or variously configured. My study retains a focus on the understandings of leadership by professional service managers who, as knowledgeable agents, undertake leadership as a process of intentional influence on the basis of how they perceive the ‘context’ in which they operate. My research question is, “how do professional service (administrative) managers in higher education (institutions) understand leadership?” To address this question data constructed from semi-structured interviews is analysed thematically and interpreted using elements of the ‘structuration theories’ of Giddens and Bourdieu which seek to bridge the apparent divide between agentive and structural social theories and align with process/practice notions of leadership. From Bourdieu I particularly draw upon the idea of leaders acquiring and using a range of capitals or sources of ‘power’ to energise their leadership action and from Giddens I utilise the idea of leaders as knowledgeable agents who can go beyond ‘practical consciousness’ to formulate and enact leadership intentions. My study reveals some of the dilemmas that professional service managers face and the intentional activities employed by them to achieve multi-directional influence amongst their direct reports/staff and other organisational members (own manager, academic colleagues, peers). The relevance of understanding the organizational context in research-intensive higher education institutions is highlighted together with the potential constraints of leadership effectiveness imposed by the perceived identity of professional service staff and some of the self-limiting beliefs and perceptions of the managers themselves. Drawing upon a wide-ranging literature review and the findings from the empirical study, I propose a holistic model of managerial leadership consonant with a conceptualisation of leadership as a process of intentional influence and delineate ways in which the managers develop and draw upon various capitals including upon positional power. Finally, I review some of the limitations of the study and propose a number of areas for future research which logically arise from the theoretical and empirical findings in this study; I also reflexively account for my potential influence and bias on the study as a whole and the challenges and personal learning and development that has arisen for me from its delivery.
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Hemingway, Anne Wilson. "Cost center financial management : training the OPTAR managers." Thesis, Monterey, California. Naval Postgraduate School, 1992. http://hdl.handle.net/10945/23847.
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Andersson, Thomas. "Managers' identity work : experiences from introspective management training." Doctoral thesis, Högskolan i Skövde, Institutionen för teknik och samhälle, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-1595.
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The study takes its point of departure in the complex relation between “being yourself” and being manager, i.e. the struggle between what one ought to do as a representative of an organizations and what one want to do as a person. Introspective management training constitutes one extreme of focusing on the person in this matter, i.e. managers should develop their own unique leadership style upon “who they are”. The influences on managers from this type of management training are not self-evident considering the complex relation mentioned in the beginning. The study therefore aims at describing how introspective management training influences practicing managers. To reach that aim six managers representing three different organizations were followed during and after their participation in an eight month long introspective management training. For the managers in the study, the introspective training was mainly an arena for identity work. Identity work meant dealing with conflicting identities, elaborating and developing identities, roles and role transitions, and struggling to fit into different discourses, rather than finding the “true self”. The identity process is complex and is influenced both by direct interaction with others “here-and-now” and by the “generalized other”, which goes beyond “here-and-now”. Identity work and role transitions are important parts of management considering the relational aspect of both identity and role. The introspective management training seems to have a potential on the personal level for the managers, but the organizational gain is more doubtful. There is a need of reciprocity during the process to enable an organizational enhancement together with the manager’s personal
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Bogdan, Zh B., and N. V. Pidbutska. "Psychological features of professional burnout of managers at higher schools." Thesis, Ассоциация открытой дипломатии, Грузия, 2018. http://repository.kpi.kharkov.ua/handle/KhPI-Press/47899.
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В тезисах проведен анализ проблемы профессионального выгорания руководителей среднего звена в высших учебных заведениях. На основе анализа основных научно-теоретических подходов было выявлено действие системы различных факторов профессионального окружения с учетом индивидуально-психологических особенностей руководителей.
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Bostock, John Raymond. "Conceptualising teacher education in professional training." Thesis, Manchester Metropolitan University, 2013. http://e-space.mmu.ac.uk/313187/.
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This thesis examines the education of people who are employed as educators in certain professional settings. It considers how such education has changed in response to academic accreditation increasingly being demanded in professional locations. Yet, the preparation of in-service trainee teachers is depicted as still being concerned with enabling compliance with prescriptive, professional guidelines that temper educational aspirations. This is shown to have implications for how professional identity is understood for the teacher educators and for the trainee teachers. This topic is considered primarily through the perspective of the author’s own recent professional engagement in police training, with some historical reference to other areas of professional training in which he has been engaged. By considering his own practice, the author conveys the educational challenges being encountered more generally as preparing those for work in professional training is recast as teacher education. A central theme is concerned with how the challenges relate to professional concepts of ‘teacher’ mediated through language associated with respective professions. The thesis considers how these restrictive definitions introduce uncertainty in relation to how professional identity is experienced by professional trainers, especially the police, when engaged in teacher education. The principal focus of this thesis, therefore, concerns not only the notions of professional teacher or trainer perceived by those who have undertaken teacher education, but also an analytical investigation into the responses made by trainee teachers in relation to the qualification content and the training experience.
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Plimmer, Frances Anne Sterry. "Professional education and training of valuers." Thesis, University of South Wales, 1999. https://pure.southwales.ac.uk/en/studentthesis/professional-education-and-training-of-valuers(f285c692-3425-4d04-8d70-151e0f7d8db0).html.
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This document entitled Professional Education and Training of Valuers is submitted for the award of Doctor of Philosophy by publication and comprises an overview based on twenty publications by the candidate and the research which underpins those publications. The publications are presented within the themes of property taxation, the mutual recognition of professional qualifications and the teaching of valuation. The development of the research from the earlier work which led to an MPhil award is clearly identified. The reflective overview is divided into five sections. Section one introduces the work and analyses the publications. Section two describes and critically examines the research methodology which underpins the publications and the research from which they emerged. Section three demonstrates the co-herence of the submission, while identifying the key issues within the publications. Section four identifies the specific contributions to knowledge which the candidate has made and describes how the research will be developed in the future; and section five provides a brief closing statement.
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Whiting, Denise. "Conceptions of professional ethics and professional codes in education." Thesis, University of Bristol, 1997. http://hdl.handle.net/1983/5f483e2f-9631-4ec6-82f9-ce7e21a43721.
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Ellefson, Bryan A., and University of Lethbridge Faculty of Education. "Teacher-directed professional development." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1994, 1994. http://hdl.handle.net/10133/54.
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This thesis is an interpretation of the meaning of a professional development project for six high school English teachers in a small, rural jurisdiction. The project design attempts to incorporate guidelines for effective professional development, especially in regard to the way in which authority influences the experience. This study is a case study from a naturalistic inquiry perspective using thnographic techniques. Further, the methodology is educative in the sense that the study was intended to change the situation studied. The analysis attempts to articulate the voices of various authorties in this professional development activity: the voice of leadership, the voice of the collective, the voice of external influences, and the voice of the individual participant. As a professional development activity, this studyindicates that, for the participating teachers, self-directed professional development created conditions conducive to change. Although the voices of professional development authority are incomplete and contradictory, this study provides a view of the landscape of teacher change and growth that is shaped by professional development guidelines concerning function, governance, cultural milieu, leadership, and reflection. These conclusions suggest ways for researchers, administrators, teacher leaders and teachers.to enhance professional development.174 leaves ; 29 cm.
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Blood, Kenneth J. "Professional Development of Novice Athletic Training Faculty." University of Findlay / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1624362340743421.
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Hassan, Padzil F. "A best practice framework for training UK construction site managers." Thesis, Sheffield Hallam University, 2005. http://shura.shu.ac.uk/19769/.
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Training has long been recognised as one of the fundamental processes to assist the UK construction industry meet the increasing the demand for adequately trained and qualified construction site managers. However, inadequate commitment by organisations to training, coupled with the recognised fragmentation of the industry perpetuates major hurdles to achieving this objective. Whilst the site manager's role has evolved over the years through changes within the industry, their training at the industry level continue to be provided along the established mode offered by the Chartered Institute of Building's Certificate and Diploma Site Management training (CIOB C/DSM) and the National/Scottish Vocational Qualifications Site Supervision and Site Management (NVQ/SVQ SS/SM) training schemes. This have led critics to argue that the difficulties of meeting the industry's need for trained site managers are associated with inadequacies within the training provisions offered by these schemes. This research was undertaken in recognition for the need for a critical appraisal of their training provisions with a view for improvements. It was developed on the concepts of training best practice which advocates improving the training provisions concurrent with change through the process of re-learning the whole training process. The effectiveness of the training provisions offered by the training schemes and the impact of variables on the site managers' training needs were critically investigated. 'Gaps' within the training provisions were identified, approaches to bridge these 'gaps' were investigated and proposed for improvement. The substantial contribution of the research is the expansion of the knowledge of the factors that impinge on the effective provisions for training site managers. The research findings propounds the conviction that the current training provisions needs to be expanded to be more effective and this can be achieved with the best practice framework for training site managers identified by the research.
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Adamietz, Daniel James. "Assessing Critical Thinking Skills of Athletic Training Professional and Post-Professional Students." Thesis, North Dakota State University, 2014. https://hdl.handle.net/10365/27246.
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Critical thinking (CT) can be described as using resources, identifying assumptions, asking questions, comparing alternatives, and finally coming to a conclusion. Critical thinking can be used in daily life, general work, or in specialty situations and is a valuable skill in health professions. Athletic training integrates CT into evaluations, treatments, rehabilitation programs, and other activities. Critical thinking is needed in the profession of athletic training to increase accuracy of diagnosis and evaluation and to improve patient outcomes. The purpose of this study was to establish CT baseline scores for athletic training professional and post-professional students. Results revealed that the post-professional students in this sample scored higher on the Health Science Reasoning Test than professional students.
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Al-Madhoun, Mohammed Ibraheem. "Management-training and development for small and micro enterprise managers : an assessment of management training programmes for small and micro enterprise managers' development in Palestine." Thesis, University of Bradford, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572690.
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Ndlovu, Sophia Madiekolo. "The role of circuit managers in the professional development of school principals." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65452.
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The research examined the professional development of principals in their Highveld Ridge East, H/Ridge West, Bethal, Lekwa West circuits. The purpose was to investigate the role of the circuit managers in the professional development of their principals. The main driver of the study was that in the current climate the emphasis is on student performance, and school leaders are held accountable for the quality of teaching and for how much learners learn. Society expects the principals to be accountable for learner performance and the quality of teaching. In the current national and state policy the assumption is that effective principal leadership is central to student achievement and is in fact the most powerful force for improving school effectiveness and for achieving excellence in education. The argument is made that according to the National Education Policy Act of 1996 and the National Policy Framework for Teacher Education, the Department of Education gives guidelines and points out the importance of teacher development. The study then investigates the role of circuit managers in the professional development of principals. The main research question and sub-questions were used to understand the participants’ perceptions and experiences of the phenomenon that is professional development. The methodology adopted in this study is qualitative which seeks to understand how circuit managers execute their responsibilities with regard to the professional development of principals. Data was collected by means of semi-structured interviews which involved three principals and four circuit managers. Literature revealed the need for circuit managers to be more empowered with skills to develop and support their principals. The misunderstanding about professional development leads principals to be unclear of the boundaries between their daily management tasks and professional development. Curriculum assistance and guidance were regarded as professional development.Dissertation (MEd)--University of Pretoria, 2017.
Education Management and Policy Studies
MEd
Unrestricted
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Xiao, Sun. "The training of China's managers : an analysis and evaluation of using overseas training for management development." Thesis, Coventry University, 2007. http://eprints.worc.ac.uk/527/.
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Despite of the rapid globalisation and international business there has been a growing consensus that the quality of an organisation's human resource is a critical factor in order to manage the change. Economic reform in China has led to rapid business expansion within the region. Chinese policy makers are aware that the development of its managers is crucial to creating competitive advantage in its post-WTO period. Training and education is therefore an important means of management development improving the competencies of managerial personnel with a global view. As a consequence large numbers of Chinese managers have been sent on training and education in the Western countries in order to bring new ideas and approaches to their organisations. This thesis questions whether the training has successfully achieved its objectives and how the effectiveness of such a training intervention can be addressed. It has been widely accepted in the training' community that evaluation of training effectiveness is an essential step in designing a training program. However evaluation is often problematic, particularly when the training seeks to achieve outcomes which are not readily measurable, as is the case in management training and development. Moreover, the involvement of various stakeholders from West and East adds complexity. This research presents a survey study covering 526 stakeholders who are involved in China's overseas management training and development. The approaches to evaluation are explored from a holistic perspective and an evaluation framework which uses stakeholder-based approach is developed for management training and development in a cross-cultural context. Moreover this study addresses the empirical and methodological deficiencies 'of research on Chinese managers' development activities in Western countries. This research therefore contributes not only to theory on evaluation, but also on management training and development in cross-cultural settings. A mixed methods approach by triangulation of quantitative and qualitative information is employed to study training effectiveness from the perspectives of different stakeholders. The findings show important variables affecting Chinese managers' learning in Western countries and factors influencing the transfer of Western management to Chinese organisations. The specific characteristics of China's overseas management training are also examined which lead to the conclusion that the evaluation of a management training intervention should not be regarded as evaluating a training programme, but must be integrating with the processes ofmanagement training and development.
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Lombardo, Cynthia A. "Training managers' perceptions of incentives and disincentives affecting their use of cost-benefit analysis of training /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487327695623832.
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Johnson, Janie Shores. "Factors associated with training managers' adoption of computers as a teaching tool in their training units." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/54451.
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The purpose of this study was to determine if various predictor variables, the personal characteristics of training managers and the characteristics of the organizational training units represented by these individuals, exist in explaining a criterion variable, the adoption of computers as tools for training in business and industry. Another question addressed a combination of variables to predict training managers' utilization of computers in business and industry.
For collecting data, a 10% random sample was drawn from the 21,800 individuals who were 1984 members of the American Society for Training and Development. From this sample of individuals, those members who represent training units in business and industry and had titles of training executives, training managers, or training directors were surveyed. Information concerning representation of training managers was found in the 1984 Who's Who in Training and Development.
A mailed questionnaire was used to collect data related to the personal characteristics of training managers and the organization training units that were represented by these managers. The questionnaire used in this research was designed so that the respondents could record their answers on the instrument. These data were then transferred to a computer data file for statistical analysis using SPSSX.
Of the 505 individuals responding, 45.1% (n = 228) used computers in training and 54.9% (n = 277) were not using computers in training. Computer users most frequently indicated using microcomputers to deliver their training programs and the most often cited location for training was in decentralized areas. The tutorial instruction strategy was stated as being used by an excess of 90% of the respondents and over 75% indicated using either problem/test or drills. Also, over 50% indicated using the following computer-based training application: technical skills, management training, clerical training, computer literacy training and training management. Respondents utilizing computers noted that a mean of 14% of their total training effort was accomplished via the computer.
With regard to personal characteristics, age, training years experience, experience with present organization and level of education did not appear to be predictor variables in determining the adoption of computers by training managers. However, computer knowledge/skills seem to indicate predictor variables for determining adoption. This study identified six such variables: owning a personal computer, using a computer on the job, reading computer literature on training, participating in computer-assisted instructional programs, receiving computer-based training prior to being a training manager and writing computer programs. In addition, a significant difference was found between computer users and non-users on the attitude dimension of whether computer-based training was welcomed into the organization's training delivery system and whether computer-based training would assist in making training managers more efficient at their job.
Characteristics of the organizational training units represented in this study appeared to indicate predictor variables for the adoption of computer-based training. The variables identified in this research were the size of the organization as indicated by the number of employees and the annual corporate income of the organization.Ed. D.
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Harris, Mark. "THE SHAPING OF MANAGERS’ SECURITY OBJECTIVES THROUGH INFORMATION SECURITY AWARENESS TRAINING." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2208.
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Information security research states that corporate security policy and information security training should be socio-technical in nature and that corporations should consider training as a primary method of protecting their information systems. However, information security policies and training are predominately technical in nature. In addition, managers creating security policies rely heavily on security guidelines, which are also technically oriented. This study created a series of information security training videos that were viewed by four groups of managers. One video discussed the socio-technical aspects of security, another discussed only the social aspects of security, the third detailed only the technical aspects of security, and the fourth was a control video unrelated to information security. Each group was shown the video, and after this viewing, each group’s values toward information security were ascertained and converted into security objectives following Keeney (1992)’s value-focused thinking approach. Each group’s list of security objectives were used as the input to Schmidt (1997)’s ranking Delphi methodology, which yielded a more concise and ranked list of security objectives. The results thus obtained, indicate that manager’s objectives towards information security are affected by the nature and scope of the information security training they receive. Information security policy based on each group’s value-based security objectives indicate that manager’s receiving socio-technical training would produce the strongest information security policy when analyzing the value-focused thinking list of security objectives. However, the quality of security policy decreases when analyzing the ranked Delphi list of security objectives, thus providing mixed results. The theoretical contribution of this research states that technically oriented information security training found in corporations today affects manager’s values and security objectives in a way that leads them to create and support technically oriented security policies, thus ignoring the social aspects of security. The practical contribution of this research states that managers should receive socio-technical information security training as a part of their regular job training, which would affect their values and lead to socio-technical information security policy based on the manager’s socio-technical security objectives. The methodological contribution of this research demonstrates the successful use of the value-focused thinking approach as the input to the ranking of the Delphi methodology.
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Tkachenko, D. "State and problems of green tourism managers' training in Sumy region." Thesis, Sumy State University, 2014. http://essuir.sumdu.edu.ua/handle/123456789/45208.
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Nowadays Ukraine and Sumy region, in particular, have extremely high potential in the development of green or «rural» tourism. However, despite this fact, the Sumy area is not a «place of pilgrimage» for international tourists. Our manors are the most popular only among national guests. One of the reasons of such situation is insufficient vocational training of owners and managers, working in Ukraine’s hospitality industry. That is why training of highly qualified specialists, who can compete both in national and international tourism service market, is one of the most important aspects of the formation and development of green tourism in Ukraine.
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Volkoff, Laurent. "Leadership et formation des managers." Thesis, Aix-Marseille, 2013. http://www.theses.fr/2013AIXM3069/document.
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Le cadre en entreprise est appelé à jouer deux rôles distincts : celui de manager et celui de leader. Grâce à une étude pluriréférentielle une modélisation définitoire de la notion de leadership est proposée. Cette modélisation sera comparée avec l’analyse d’entretiens conduits auprès de cadres praticiens. Un approfondissement des concepts de formation et d’apprentissage tentera de résoudre la question de la possibilité de formation pour le rôle de leaderA Business executive is called to play two distincts roles : the manager’s one and the leader’s one. Through a multirefrential study, a defining model of the leadership concept is proposed. This model will be compared with an analysis of interviews conducted with business executive practicians. A deep investigation of learning and training concepts will try to resolve the question of effective training leader possibility
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Chauke, R. F. "Management training for professional leaders : myth or reality." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/44455.
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“Attainment of competency in management and leadership is no longer an optional extra for doctors” (Clark & Armit, 2008).
Is management training recognised as necessary and important by professionals who ascend into leadership positions? Are professionals prepared to undertake management training or are their professional qualifications adequate to allow them to be effective managers as leaders? There are three concepts involved here, namely
Management training.
Professionals.
Leadership.
The aim of the study was therefore to gain an in depth understanding of whether or not professional leaders need to be managerially trained. The study also attempted to establish the type/aspects of management training that the leaders should be trained in, and whether other factors such as experience influence the need for management training. Ultimately, the success or failure of management training for professional leaders needs to be assessed against the performance of their organisations and the self.
An in depth literature review of the concepts of the research was conducted. The Chief Executive Officers of various tertiary/central academic hospitals were selected to be interviewed for this qualitative study by means of the purposive, quota sampling technique. In depth semi-structured interviews were held with seven academic hospital CEOs, with interviews lasting on average 1 hour 36 minutes (see Appendix B). The CEOs were also requested to complete the long Minnesota Satisfaction Questionnaire. The information received was analysed using a mixture of content, constant comparative, phenomenological, narrative, and discourse analysis.
The key findings revealed that management training was necessary as an entity and should be attained regardless of professional training, leadership, or management experience. It was also noted, interestingly, that although the CEOs person-organisation fit was a high 71% and turnover intent a low 14%, job satisfaction was only average in the region of 60%. The sample number was too small to make meaningful conclusions. It is hoped that the findings of this
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study will stir the need to include management training in the curriculum of professional trainings.Dissertation (MBA)--University of Pretoria, 2014.
zkgibs2015
Gordon Institute of Business Science (GIBS)
Unrestricted
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Hibberd, R. E. "Evaluation of computer-based training for professional engineers." Thesis, Cranfield University, 2001. http://dspace.lib.cranfield.ac.uk/handle/1826/11425.
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The purpose of this research was to develop a novel framework for the evaluation of
computer-based training (CBT) programmes used by employees of industrial
organisation. Whilst there is increasing demand for training within industrial
organisations, appropriate models for the evaluation of CBT programmes appeared to be
absent. The literature review indicated that there are many models of CBT programme
evaluation that can provide data about a programme’s effectiveness. However none of
these models addressed the contextual factors that could affect a programme’s operation
or effectiveness. These models would indicate to the designer of the CBT programme
whether or not a particular programme was effective but not why. This research aimed
to rectify this situation by producing a model of evaluation that would assist designers
of CBT programmes understand the influence of contextual factors on their designs. In
order to achieve this it was necessary to gain an understanding of the factors that would
affect the attainment of appropriate training outcomes. It was also necessary to
understand those variables that would influence the use of CBT programmes within
industrial organisations. The former objective was achieved through an analysis of the
existing literature on learning, the latter through investigation of the criteria used by
employees of industrial organisations to evaluate CBT programmes. In the case of this
research, 47 employees of 9 industrial organisations were asked to evaluate a specific
CBT programme. Evaluative verbal utterances about a CBT programme were elicited
from participants using a methodology that involved the use of concurrent verbal
protocols supplemented by a series of specific questions on particular design features of
the CBT programme. The research strategy that was adopted arose in response to a need
to minims the time demands placed on participants, all of whom were employees of
industrial organisations. The results of this analysis allowed the development of a
descriptive model that identified the contextual factors that affected the perceived
effectiveness of CBT programmes. Further models of evaluation were also produced. A
normative model that described the cognitive and motivational factors that were
believed to be present during the usage of different CBT programmes. The descriptive
and normative models were combined to provide a normative model for the evaluation
of CBT programmes used in industrial organisations. The limitations of this model and
the research methods employed are also discussed.
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Lentz, Kathryn J. "An Exploratory Study of Restaurant Multi-unit Managers’ Development." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500197/.
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Development is important to the initial phase of a new restaurant multi-unit manager (MUM), and appropriate training should be conducted in concert with acceptance of the position. The purpose of this study is to explore the need for individual training of restaurant MUMs in order to facilitate a smoother transition between executive level management positions. The exhaustive literature review aided in the creation of three research questions to be answered through the interpretation of collected interview data. Restaurant MUMs were invited to participate via LinkedIn, a social media network for professionals. Semi-structured interviews were conducted with 17 restaurant MUMs over a two-week period and then transcribed into Word documents and uploaded into ATLAS.ti for analysis. The use of tools within ATLAS.ti, such as network mapping and semantic layouts, allowed the researcher to interpret the correlation between codes and themes created and therefore, answer the research questions. Conventionally, managers have to leave their restaurants or area for many days in order to obtain the necessary training to be more effective in their positions. This study has concluded that while MUMs are aware of their tasks and responsibilities, they are not aware of training available in order to gain the skillset necessary to complete the tasks. Blanket training programs will not work for MUMs, they need training to be customized to such areas as new openings, wide-spread markets and the changing workforce. More courses in developing others need to be implemented so MUMs can learn the skills needed to properly develop their managers into leaders.
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Bryans, Patricia. "Informal learning at work : two studies of men and women managers." Thesis, University of Newcastle Upon Tyne, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.391319.
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Vanterpool, Maureen Olivia. "Concerns of training managers about the competency standards prescribed by the American Society for Training and Development /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487330761216806.
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Mahmood, Abdullah. "Educational interests and needs of owner-managers of small building firms." Thesis, Heriot-Watt University, 1992. http://hdl.handle.net/10399/786.
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This thesis discusses a critical investigation into the educational needs and interests of owner-managers of small firms. The investigation attempted to determine, from the viewpoint of the small business owner-managers, those critical factors which affected and influenced their interest in and appreciation of education and training, as well as identifying areas of interest for future training. A survey was taken of a small sectoral sample of 58 building firms within the Central Belt of Scotland, 20 of whose owner-managers were assessed in detail using the Repertory Grid and Personal Project techniques. The results of the study indicated a general lack of interests in education and training among the small business owner-managers sampled. These lack of interests were influenced by seven major factors; owner-managers evaluation of education and training, their attitudes towards education and educational establishments, personality characteristics, limitation of resources, lack of formal education, lack of awareness of educational provisions and the characteristics of training proOvider. Other important factors influencing training were the timing of courses, the identity and reputation of training personnel and the course format. In terms of areas for future training, the ten most important areas were identified by the owner-managers. These were, in ranked order of interest; Production Planning and Control, Site Organisation, Employee Supervision, Cost Control, Business Planning, Working Capital Management, Health and Safety, Quality Control, Estimating and Costing and Financial Planning.
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Razo, Demesia. "An Exploration of Professional Training and Professional Practice: Title IX Administrators and Meaning Making." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609115/.
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Federal law requires institutions to designate campus-based administrators to oversee Title IX processes and investigations, but little is known about how these have been professionally prepared for their roles. The purpose of this study was to understand the professional preparation, educational experiences, and professional training of Title IX administrators and to understand their independence in decision-making in those roles. This study utilized qualitative content analysis and a social constructionist approach to analyze data generated from interviews and document analysis. Sixteen current and former Title IX administrators (investigators, deputy coordinators, coordinators) provided their perspectives on their professional training and development. Using frameworks of work/professional socialization and professions theory, findings illustrated complex systems for knowledge acquisition, professional preparation, and professional socialization based on factors including resources, institutional context, and role prioritization. Participants' formal education, formative experiences, position-specific training, and professional organizations training all served as preparation for their roles. Discussion focused on implications for graduate programs, training and trainers, institutions and supervisors, the field of higher education, and current Title IX practitioners regarding professional preparation for these roles.
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Graham-Johnson, Judith. "Incorporating equity dynamics in professional development| Building Educator Cultural and Professional Competency." Thesis, Fielding Graduate University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3629593.
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Since the statement of then -Secretary of Education Paige on the "soft bigotry of low expectations," the necessity of holding "high expectations" appears to be generally accepted as an important factor in student achievement. Secretary Paige asserted that not all teachers hold high expectations of their students, yet the possibility of such thinking is not typically acknowledged among educators. Instead there appears to be a presumption that all teachers do hold high expectations for their students and there is no evidence that this assumption is ever questioned. The assumption that high expectations are universally held negates belief that expectations should be part of the professional conversations in which educators engage and precludes the topic from being included in the professional development programs in which school staffs are engaged.
My review of literature includes learning from the other social sciences on beliefs, cultural assumptions, and expectations. This dissertation examines the development of negative stereotypes and manifestations of those stereotypes in the educational experiences, past and present of African Americans, as representatives of those segments of the population who have historically been under-served by education.
The results of the survey conducted as part of this study indicate that expectations are rarely included in professional development programs. Additionally, the results demonstrate a lack of consistency among districts in approaching similar challenges. Finally, a model developed to increase the effectiveness of professional development is proposed.
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Herskedal, K. M. "Exploring the managerial cycle of professional football league managers in England and Norway." Thesis, Liverpool John Moores University, 2017. http://researchonline.ljmu.ac.uk/6722/.
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To gain a critical understanding of the lived challenges within the managerial cycle (recruitment, employment, termination) in professional league football, the research initially followed a qualitative approach in the form of semi-structured interviews. A total of 16 professional league managers completed a face-to-face interview using open ended questions, allowing them to share their true perspectives (Dale, 1996). The interview schedule concerned the managers' perceptions of challenges faced within the role, strategies to deal with the challenges, specific skills and qualities possessed, and future challenges within the role. Data were analysed via deductive and inductive content analysis (Biddle, Markland, Gilbourne, Chatzisarantis, & Sparkes, 2001; Côté, Samela, & Russel, 1995), and emerging themes were subjected to member checking (Sparkes, 1998). The range of experiences revealed a number of proposals for how to deal with cultural, organisational and personal related challenges. The managers’ ability to delegate responsibilities and to adapt effectively to changing environments seemed critical to avoid loops of accumulating problems. Unprofessional attitudes to recruitment and sackings seemed embedded in the culture. The eagerness for short-term results was perceived as a threat to sustainability in managerial work currently and in the future. The managerial cycle model was developed on the basis of Study One findings. Study Two aimed to examine the managerial cycle model by bringing in the internal (senior management and support staff) and external (Norwegian Football Association, League Managers’ Associations) key stakeholder views on the training, development and support of managers within the various phases of the managerial cycle (recruitment, employment and termination). A total of 21 internal (n=18) and external (n=3) key stakeholders completed a semi-structured interview, which was analysed via both deductive and inductive content analysis. The findings gave insight in senior management experiences regarding managerial recruitment and dismissals. Support staff members reported that both frequent changes of managers detracted the ability to work professionally and longitudinally. They also suggested that the managers’ receptivity to support was reduced in periods of high pressure. Further, managers were expected by their leaders to take care of their own development. These findings suggest that managers need to be skilled in self-directed learning to avoid superficiality in work. Preparing managers for the ability to adapt effectively to contextual changes appears to not be sufficiently integrated into the current formal training of managers. Study Three employed a case study approach to critically examine how the managerial lived experience might change over time. Three managers engaged in one Norwegian PL-club (full season) and one manager from an English League One club (four months) were regularly interviewed during various phases of the managerial cycle (recruitment, employment, termination). Ethnographic principles were employed in the study that aimed to better understand how the managerial experience might change across situations and conditions. The managerial experiences changed along with sporting results (ups and downs), and differed in levels of trust and communication internally. The findings argue that shared understanding and trust across organisational levels are needed to facilitate internal stability and long-term efficiency, meaning that the skills to establish these conditions are crucial for sustained sporting and organisational success. All the managers experienced challenges at cultural, organisational and personal levels related to the different phases of the managerial cycle and technical (understanding across professions), human, and conceptual skills were needed to deal with role related challenges. Given the complexity of the role, and the continuous and rapid changes that managers are exposed to, the current study suggests that contextual insights are needed to understand and ultimately advise or prepare managers sufficiently for their future role(s). Managers need consistency in their approach to gain trust from internal stakeholders, and sporting success seems to facilitate the support. To establish managerial consistency, the manager requires a clear philosophy based on cultural, organisational and personal understandings, combined with humbleness toward knowledge.
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Wall, John. "The development of technology facilitated learning for continuing professional development of construction managers." Thesis, University of Salford, 2009. http://usir.salford.ac.uk/26955/.
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The demands on professionals in the construction industry are considerable, both in terms of time commitments at work and the range of skills necessary to execute their job effectively. One element in ensuring the continued effective delivery of projects has been the recognition that continued learning is an underpinning aspet for successfully delivering projects. This results in more certainty around the time of completion, to the appropriate quality and within budget. The aim of this research is to formulate a strategic framework that will serve both educational institutions and the construction industry, bring industry and higher-level education closer in the delivery of lifelong learning. These issues were investigated via the primary research, which consisted of a survey of construction professional bodies, the evaluation of a pilot portal for continuing professional development and the evaluation of a formal continuing professional development programme from both a participant's and an instructor's perspective. This research work suggests that it is vital to recognise the importance of understanding pedagogy and how learning takes place and that a "one size fits all" approach does not recognise the inherent differences in individuals in terms of how people learn. There are a number of key issues that must be addressed in effectively delivering lifelong learning in the construction industry. These can be clustered around four principal themes; (i) continuing professional development, (ii) understanding the learning process, (iii) higher education's role and (iv) technological issues and challenges. Key success factors in delivering lifelong learning include; (i) acting professionally, (ii) collaboration between education, professional bodies and industry and (iii) creating an environment that encourages and facilitates access to lifelong learning. An important output from this research is the formulation of a framework that may be applied for deploying blended learning continuing professional development in an educational setting.
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Shakal, D. V., N. Reznik, Д. В. Шакал, and Н. Резнік. "Requirements of Ukrainian employers to the professional and personal competences of logistics managers." Thesis, National Aviation University, 2022. https://er.nau.edu.ua/handle/NAU/54830.
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This article reveals the concept of logistics as a science, its directions, it is about the popular and in demand in the labor market profession of logistics manager, the requirements of Ukrainian employers to the professional and personal competencies of logistics workersУ цій статті розкривається поняття логістики як науки, її напрями, йдеться про популярну та затребувану на ринку праці професію менеджера з логістики, вимоги українських роботодавців до професійних та особистих компетенцій працівників логістики.