Relevant bibliographies by topics / Workplace training

Academic literature on the topic 'Workplace training'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Workplace training"

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Alkema, Anne. "Foundation Level Workplace Training Programmes." Journal of Learning for Development 7, no. 2 (July 20, 2020): 218–32. http://dx.doi.org/10.56059/jl4d.v7i2.377.

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This paper outlines the scale of the adult literacy and numeracy issue in New Zealand and describes a policy intervention designed to upskill employees in workplaces to help resolve the issue for them. This is the Workplace Literacy and Numeracy (WLN) Fund, which enables around 7000 employees a year to complete a 25- to 80-hour learning programme, usually in their workplace and during work time. The paper also describes what happens in workplaces while programmes are underway, and the short-term wellbeing, social, and economic outcomes that occur for individual employees. In this context, literacy and numeracy relates to the way in which adults use skills that involve reading, writing, speaking, listening, and mathematics in everyday life. It also includes digital skills in relation to how adults engage and interact with Information and Communication Technologies (ICT). These skills are those that individuals need for learning, life, and work in the 21st Century. Keywords: adult literacy and numeracy, workplace-based learning, wellbeing, social and economic outcomes.
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Wenzelmann, Felix, Samuel Muehlemann, and Harald Pfeifer. "The costs of recruiting apprentices: Evidence from German workplace-level data." German Journal of Human Resource Management: Zeitschrift für Personalforschung 31, no. 2 (January 16, 2017): 108–31. http://dx.doi.org/10.1177/2397002216683863.

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In this article, we use workplace-level data to analyse the costs of filling an apprenticeship vacancy in Germany. We find that such recruitment costs amount on average to €600 per hire (almost one month’s pay of an apprentice or approximately 1–2 % of a workplace’s training expenditures), but costs are heterogeneous across workplaces and vary strongly by training occupation. Our results suggest that a high degree of competition among training workplaces in the region is associated with an increase in recruitment costs. Furthermore, we find that workplaces with a works council or an investment-oriented training strategy incur higher recruitment costs. Our results are important in light of the increasing competition for talented school leavers induced by demographic change.
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Whaley, Jennifer. "Workplace Violence Training." AJN, American Journal of Nursing 119, no. 2 (February 2019): 10. http://dx.doi.org/10.1097/01.naj.0000553184.05202.81.

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Coward, Kelly. "Workplace Violence Training." AJN, American Journal of Nursing 119, no. 2 (February 2019): 10. http://dx.doi.org/10.1097/01.naj.0000553185.12825.fd.

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Brunetti, Irene, and Lorenzo Corsini. "Workplace training programs." Education + Training 59, no. 1 (January 9, 2017): 31–46. http://dx.doi.org/10.1108/et-09-2014-0104.

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Purpose The purpose of this paper is to analyse the effect of an Italian training program on the re-employment probability of young unemployed workers. The program consists exclusively of workplace training and is coordinated by employment centers, even if it is fully implemented by firms. Design/methodology/approach The authors develop a discrete duration analysis. In particular, the authors compare the re-employment process of individuals that just finished their workplace training program with individuals that just ended their job. The authors specifically take into account the issue of self-selection adopting the propensity score matching estimation. Findings The results suggest that this workplace training program improves only the immediate re-employability of trained workers, failing to bestow them with durable human capital improvements. These results appear to be robust to spurious duration dependence and to self-selection. The analysis focuses on unobserved heterogeneity and, accounting for it, the authors show that the training implementation is useful to divide “good” trainees (in terms of unobserved heterogeneity) from “bad” ones. Social implications Therefore, the authors suggest that firms are exploiting training as a screening device and that the implemented program is successful in easing the connection between workers and firms, but it fails to provide a durable improvement in skills and in re-employment prospects. Originality/value The evaluation of this program is important because it focus specifically on the workplace component of training, whereas previous analyses focused on generic training, because it evaluates a program targeting youth unemployment which is one the most urgent economic issues and because it helps in understanding the actual processes adopted by firms when implementing workplace training.
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Zeytinoglu, Isik U., and Gordon B. Cooke. "On-the-Job Training in Canada: Associations with Information Technology, Innovation and Competition." Journal of Industrial Relations 51, no. 1 (February 2009): 95–112. http://dx.doi.org/10.1177/0022185608099667.

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This article focuses on the associations between on-the-job training and new information technology, innovation introduced in the workplace, and competition experienced by the workplace. The study uses Statistics Canada's 2001 Workplace and Employee Survey, a Canada-wide survey of employers and employees. Only about a third of Canadian workers receive on-the-job training. Multivariate results show that innovation introduced in the workplace is significantly associated with providing on-the-job training. To a lesser extent, implementing new information technology and experiencing competition are also positively associated with on-the-job training. Economic growth and prosperity as well as inclusion and equality can be achieved by providing opportunities for workers to learn and develop their skills and abilities. We recommend governments to support workplaces and workers in their initiatives for the broader-focused on-the-job training since it is a social good that will benefit the society as well as the workers and their workplaces.
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Darrah, Charles. "Workplace Training, Workplace Learning: A Case Study." Human Organization 54, no. 1 (March 1995): 31–41. http://dx.doi.org/10.17730/humo.54.1.b157846883363978.

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Wallace, Michelle. "Women and workplace training." Women's Studies International Forum 24, no. 3-4 (May 2001): 433–44. http://dx.doi.org/10.1016/s0277-5395(01)00169-8.

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&NA;. "Training in the Workplace." Back Letter 4, no. 10 (1990): 1. http://dx.doi.org/10.1097/00130561-199004100-00001.

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Haley, Connie K. "Online Workplace Training in Libraries." Information Technology and Libraries 27, no. 1 (March 1, 2008): 33. http://dx.doi.org/10.6017/ital.v27i1.3261.

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This study was designed to explore and describe the relationships between preference for online training and traditional face-to-face training. Included were variables of race, gender, age, education, experience of library employees, training providers, training locations, and institutional professional development policies, etc. in the library context. The author used a bivariate test, KruskalWallis test and Mann-Whitney U test to examine the relationship between preference for online training and related variables.
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Dissertations / Theses on the topic "Workplace training"

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Flink, Kurt. "International APU (Workplace training)." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30070.

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SAMMANFATTNINGSyftet med denna undersökning var att försöka hitta de eventuella positiva effekter som kunde tänkas uppstå vid genomförande av arbetsplatsförlagd utbildning internationellt (utlands APU) för att i en förlängning kunna använda det som ett pedagogiskt hjälpmedel för de elever som studerar på Allhamra gymnasieskolas industriprogram. Materialet till undersökningen grundar sig på rapporter från Utbildningsdepartementet och intervjuer från elever på Allhamra gymnasieskolas industriprogram.Metoden som valdes var kvalitativa intervjuer med halvstrukturerad intervjuform och ett fenomenografisk beskrivande perspektiv användes vid återgivande av informanternas svar där en hermeneutisk tolkning av intervjuerna gjordes. Det slutliga deltagarantalet uppgick till åtta personer. Resultatredovisningen och resultatsammanfattningen visar att informanter som har genomfört utlands APU har fått yrkesmässig utveckling därmed nya kunskaper, de har även förbättrat sina språkkunskaper och fått ett stärkt självförtroende Det framkom även idéer hur studiemotivationen kan förbättras.
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Putrino, Pasco John. "Workplace formation : how secondary school students manage structured workplace learning." University of Western Australia. Graduate School of Education, 2006. http://theses.library.uwa.edu.au/adt-WU2007.0004.

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[Truncated abstract] Changes in the international and Australian economies and labour markets during the 1980s and early 1990s substantially reduced employment opportunities for young people, causing higher education participation and increased school retention rates. Schools responded to these pressures and to Government policy with the development of Vocational Education and Training (VET) programs that integrate school-based learning with industry training, resulting in rapid growth in the participation of senior secondary students in such programs in recent years. Structured Workplace Learning (SWL) is an integral part of many such programs. How students manage their learning in these new environments was the focus of this study . . . The central finding of the study was the theory of ‘Workplace Formation’ that explains the processes students use to manage their workplace learning during the first year of workplacement. ‘Workplace Formation’ is comprised of five categories of processes – preparing, familiarising, committing, adapting, and building. Each category is comprised of two or more processes. While students generally proceed through each category sequentially, there is a degree of overlap between them. This general sequential progression can be disrupted if circumstances change. The extent of ‘Workplace Formation’ may vary from one student to the next. The theory of ‘Workplace Formation’ provides a new perspective on how school students manage their learning in the workplace while still at school and adds to the theoretical literature in this field. Implications of the findings for further research, and for policy and practice are discussed.
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Thomas, Brian Anthony. "Distal and proximal team processes as mediators on the training outcomes-training transfer relationship." Thesis, Available online, Georgia Institute of Technology, 2004:, 2003. http://etd.gatech.edu/theses/available/etd-04072004-180227/unrestricted/thomas%5Fbrian%5Fa%5F200312%5Fma.pdf.

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Robbertze, Ruhan. "The relationship between workplace training, the perceived effectiveness of training and organisational commitment." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/23239.

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The core objective of this study was to explore the relationship between training method, the perceived effectiveness of workplace training and the three dimensions of organisational commitment namely, affective, normative and continuance commitment. The question that initiated the exploration was the role of learnerships in the workplace and whether or not they, as a different method of workplace training were perceived as effective training methods by learners and if this was related to the three types of organisational commitment, namely; affective, normative and continuance commitment. A quasi experimental methodology with a static group design was adopted. No randomisation or matching of groups utilised in this study took place. Questionnaires were sent out to the learnership trained (test group) and alternatively trained employees (control group) performing phlebotomy. The responses obtained were coded and run through SPSS v16. Descriptive statistics together with validity percentages were obtained. Group statistics were obtained. An Independent Samples t-test was run and Cohen’s size effect test was calculated. A Pearson’s Correlation Matrix was utilised to test the variance between perceived effectiveness of training and the three types of organisational commitment. Findings indicated that the learnership trained employees did perceive their training as more effective. The Pearson’s Correlation Matrix also indicated that a significant correlation was found between the perceived effectiveness of training and all three types of organisational commitment. However, learnership trained employees did not demonstrate higher levels of organisational commitment.
Dissertation (MBA)--University of Pretoria, 2010.
Gordon Institute of Business Science (GIBS)
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Nemec, Therese. "Workplace sexual harassment training an online curriculum model /." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005nemect.pdf.

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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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Eaglen, Justin. "The transfer of ICT training to the workplace." Thesis, Swansea University, 2007. https://cronfa.swan.ac.uk/Record/cronfa42785.

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This thesis examines the extent to which Information and Communication Technology (ICT) training is transferred to the workplace and how ICT training impacts on company performance with training transfer being defined as "the extent to which skills acquired in a training program are applied, generalised, and maintained over some time in the job environment" (Baldwin and Ford, 1988) The thesis begins with an introduction to the subject area, including the money the European Union and the Welsh Assembly Government have invested in attempting to increase the provision of SME ICT training in Wales. A review of the relevant literature was conducted, and whilst a fair amount was found in the area of technology acceptance, training effectiveness and general training transfer, it was found lacking in the area of ICT training. A detailed survey concerned with some of the salient issues related to the transfer of ICT training to the workplace was carried out with employees and employers of small and medium sized enterprises (SMEs) in South Wales. In addition, a number of small case studies with were also conducted. The resulting data from the analysis showed a number of findings, including: that training transfer is not necessarily related to post-training usage, training is more beneficial (in terms of transfer) for employees who had little previous experience than those who had more experience, and older employees do not benefit from training as much as younger employees. The resulting information can be used by the stake holders involved in the training transfer process, namely funding agencies, training providers, employers and employees, to improve the transfer of training to the workplace and the impact this has on company performance.
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Jan, Dominique-Alain. "Investigating ePortfolios from teacher training to the workplace." Thesis, Open University, 2018. http://oro.open.ac.uk/58490/.

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This study investigates the transfer of ePortfolio practice from teacher training to the workplace, drawing on three case studies of secondary school teachers from different disciplines (IT, science, maths and foreign languages) who built their ePortfolios during pre-service training. It examines why teachers continue or cease ePortfolio practice, their trainers' and supervisors' perceptions of ePortfolio transfer, and the perceived usefulness of continuing ePortfolio practice at work. It also explores the hypothesis that ePortfolio practices, as a process, may be more subject to transfer than ePortfolios themselves, and compares results to other interviews with in-service teachers made during the preparation of this study and to the latest research on ePortfolio practice in teacher training. The study adopts a practical method of enquiry, based on artefacts produced by teachers. The theoretical framework is based on Cultural-Historical Activity Theory (CHAT) and Technology Acceptance Model (TAM) to analyse external and internal causes that may impact on transfer of ePortfolio practice. The main research method was face to face and computer mediated semi-structured interviews, together with post-interview questionnaires and analysis of teachers' ePortfolio artefacts. The findings reveal that teachers' ePortfolio practice rapidly fades after they begin work, or in many cases is never transferred. Analysis shows that the main reason for this is the lack of perceived usefulness of the ePortfolio at the workplace, together with the absence of communities of practice within schools where participants were working: social or geographical variables such as provenance, sex or age do not appear to play a role. The conclusion suggests separating the teaching of the use of ePortfolio management systems from the teaching of ePortfolio practices and offers a model for studying the latter which pays particular attention to the impact of the tensions between different elements which CHAT identifies.
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Wadsworth, Matt. "Videogaming Principles and the Workplace." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1204580795.

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Adriansen, David J. "Workplace Violence Prevention Training: An Analysis of Employees' Attitudes." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4798/.

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The purpose of this study was to determine employees' attitudes and perceptions toward the effectiveness of workplace violence prevention training within a U.S. Government service agency with 50 offices located in Minnesota and Wisconsin. Chapter 1 presents an overview of the phenomenon of workplace violence, the movement toward prevention programs and policies and the implementation of prescreening processes during hiring and violence prevention training. Chapter 2 contains a thorough review of pertinent literature related to violence prevention training and the impact of occupational violence on organizations. This topic was worthy of research in an effort to make a significant contribution to training literature involving organizational effectiveness due to the limited amount of research literature covering the area of corporate violence prevention training and its effect on modifying attitudes and behaviors of its customers. The primary methodology involved the assessment of 1000 employees concerning their attitudes and perceptions toward the effectiveness of workplace violence prevention training. The research population were administered a 62 item online assessment with responses being measured, assessed, and compared. Significant differences were found calling for the rejection of the three study hypotheses. Chapter 4 described the findings of the population surveyed and recommendations were identified in Chapter 5.
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Books on the topic "Workplace training"

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Carnevale, Anthony Patrick. Workplace basics training manual. San Francisco: Jossey-Bass Publishers, 1990.

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J, Gainer Leila, Meltzer Ann S, Gainer Leila J, and Meltzer Ann S, eds. Workplace basics training manual. San Francisco: Jossey-Bass Publishers, 1990.

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Rainbird, Helen, ed. Training in the Workplace. London: Macmillan Education UK, 2000. http://dx.doi.org/10.1007/978-0-230-21276-3.

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Hodson, Randy. Customized training in the workplace. Bloomington, IN (SPEA Bldg. Rm. 201, Bloomington 47405): Institute for Development Strategies, Indiana University, 1991.

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National Mine Health and Safety Academy. Training course on workplace examinations. [Beckley, W. Va.?]: U.S. Dept. of Labor, Mine Safety and Health Administration, National Mine Health and Safety Academy, 1992.

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Daya, Parin. Workplace training: A selective bibliography. [Toronto]: Ontario Training and Adjustment Board, Resource Centre, 1994.

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Helen, Rainbird, Fuller Alison, and Munro Anne, eds. Workplace learning in context. New York, NY: Routledge, 2004.

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Wheeler, Michael L. Diversity training. New York: Conference Board, 1994.

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Wynne, Richard. Workplace health promotion - specification for training. Shankill: European Foundation for the Improvement of Living and Working Conditions, 1994.

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Development, Instituteof Training and, ed. Training needs analysis in the workplace. London: Kogan Page in association with the Institute of Training and Development, 1992.

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Book chapters on the topic "Workplace training"

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Baron, Stefan. "Strengthening further training." In Workplace Learning, 15–33. Wiesbaden: VS Verlag für Sozialwissenschaften, 2011. http://dx.doi.org/10.1007/978-3-531-92870-8_2.

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Rainbird, Helen. "Training in the workplace and workplace learning: introduction." In Training in the Workplace, 1–17. London: Macmillan Education UK, 2000. http://dx.doi.org/10.1007/978-0-230-21276-3_1.

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Baron, Stefan. "Further training – Subjective factors matter." In Workplace Learning, 35–60. Wiesbaden: VS Verlag für Sozialwissenschaften, 2011. http://dx.doi.org/10.1007/978-3-531-92870-8_3.

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Rintala, Heta, Petri Nokelainen, and Laura Pylväs. "Informal Workplace Learning." In Handbook of Vocational Education and Training, 1–14. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-49789-1_97-1.

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Rintala, Heta, Petri Nokelainen, and Laura Pylväs. "Informal Workplace Learning." In Handbook of Vocational Education and Training, 729–42. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-94532-3_97.

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Hansen, Bitten. "Performance management and training." In Training in the Workplace, 58–80. London: Macmillan Education UK, 2000. http://dx.doi.org/10.1007/978-0-230-21276-3_4.

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Newell, Helen. "Training in greenfield sites." In Training in the Workplace, 101–25. London: Macmillan Education UK, 2000. http://dx.doi.org/10.1007/978-0-230-21276-3_6.

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Sutherland, Jim, and Helen Rainbird. "Unions and workplace learning: conflict or cooperation with the employer?" In Training in the Workplace, 189–209. London: Macmillan Education UK, 2000. http://dx.doi.org/10.1007/978-0-230-21276-3_10.

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Huddleston, Prue. "Work placements for young people." In Training in the Workplace, 210–26. London: Macmillan Education UK, 2000. http://dx.doi.org/10.1007/978-0-230-21276-3_11.

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Senker, Peter. "What engineers learn in the workplace and how they learn it." In Training in the Workplace, 227–43. London: Macmillan Education UK, 2000. http://dx.doi.org/10.1007/978-0-230-21276-3_12.

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Conference papers on the topic "Workplace training"

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Wade, Angie, and Eirini Koutoumanou. "Workplace Statistics Training Moved Online." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t3e3.

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The COVID-19 pandemic forced (or quickened the advent of) online short course statistics training for non-statistical professionals. Participants in traditional statistics programs generally form a cohort who progress together over some protracted timescale, forging support networks and friendship groups, some of which will be maintained throughout professional careers. By contrast, short courses for professional purposes are often standalone and half a day to one week in duration. Participant focus lies with obtaining skills for usage within the foreseeable future, such that creating social networks with other participants is of little or no importance. We present our experiences with two years of online, examination-free, short course statistics training for the period from March 2020 to 2022.
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null. "Accreditation of workplace learning." In IEE Colloquium on Education and Training for the Electronics Manufacturing Industry. IEE, 1997. http://dx.doi.org/10.1049/ic:19970480.

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Antosko, Matej. "ERGONOMY OF AN ATCO TRAINING WORKPLACE." In 15th International Multidisciplinary Scientific GeoConference SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgem2015/b53/s22.114.

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Mäkká, Katarína, Katarína Kampová, Martin Boroš, and Katarína Petrlová. "WORKPLACE TRAINING IN THE FUELS DISTRIBUTION COMPANY." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1004.

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Vignoli, Michela, Marco Trenta, and Dina Guglielmi. "WORKPLACE CONTEXT AS A MODERATOR OF TRAINING TRANSFER." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0978.

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Balashova, Natalia, Pavel Kurochka, Olga Perevalova, and Lyudmila Shevchenko. "Simulation of the Workplace Personnel Training Organization Process." In 2021 3rd International Conference on Control Systems, Mathematical Modeling, Automation and Energy Efficiency (SUMMA). IEEE, 2021. http://dx.doi.org/10.1109/summa53307.2021.9632121.

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Epstein, Richard G. "Workplace Issues in an Undergraduate Software Engineering Course." In 2010 23rd IEEE Conference on Software Engineering Education and Training. IEEE, 2010. http://dx.doi.org/10.1109/cseet.2010.17.

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Youssef, Dina. "WORKPLACE TRAINING IN THE MIDDLE EAST: CHALLENGES AND OPPORTUNITIES." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0510.

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Artha, Bunga Indira, and Arum Etikariena. "Impact of Workplace Empathy Training on Employees’ Helping Behavior." In 3rd International Conference on Intervention and Applied Psychology (ICIAP 2019) and the 4th Universitas Indonesia Psychology Symposium for Undergraduate Research (UIPSUR 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201125.021.

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Gaeta, Matteo, Vincenzo Loia, Francesco Orciuoli, and Saverio Salerno. "An adaptive conversation system to support workplace learning." In 2012 11th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 2012. http://dx.doi.org/10.1109/ithet.2012.6246003.

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Reports on the topic "Workplace training"

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Stone, Brice, Larry Looper, and Bronwyn Salathiel. Assessing Individual Productivity in the Workplace: An Improved Criterion for Training Evaluation,. Fort Belvoir, VA: Defense Technical Information Center, January 1998. http://dx.doi.org/10.21236/ada362246.

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Heckman, James. Assessing Clinton's Program on Job Training, Workfare, and Education in the Workplace. Cambridge, MA: National Bureau of Economic Research, August 1993. http://dx.doi.org/10.3386/w4428.

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Hollenbeck, Kevin. A Framework for Assessing the Economic Benefits and Costs of Workplace Literacy Training. W.E. Upjohn Institute, January 1996. http://dx.doi.org/10.17848/wp96-42.

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Hammer, Leslie. Development and Evaluation of Veteran Supportive Supervisor Training (VSST): Improving Reintegration of the Oregon National Guard and Reserves in the Workplace. Fort Belvoir, VA: Defense Technical Information Center, March 2014. http://dx.doi.org/10.21236/ada606291.

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Yentis, S. M., K. Asanati, C. R. Bailey, R. Hampton, I. Hobson, K. Hodgson, S. Leiffer, S. Pattani, and K. Walker-Bone. Better musculoskeletal health for anaesthetists. Association of Anaesthetists, June 2021. http://dx.doi.org/10.21466/g.bmhfa.2021.

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3Association of Anaesthetists | Better musculoskeletal health for anaesthetistsSummaryWork-related musculoskeletal disorders are very common amongst healthcare workers, and there is evidence that anaesthetists are at greater risk of upper limb disorders than other groups. This guidance aims to bring together advice and recommendations from a variety of sources in order to inform and support anaesthetists at work, in an attempt to reduce the prevalence and severity of work-related musculoskeletal disorders and the exacerbation of pre-existing disorders. Mechanical and psychosocial risk factors for work-associated musculoskeletal disorders are summarised, along with general principles for achieving better musculoskeletal health and practices specific to areas of the body most at risk. These include recommended exercises and stretches during sedentary work.RecommendationsAttention must be paid by both employers and anaesthetists to the physical and psychological risk factors that may lead to development and/or exacerbation of musculoskeletal disorders. This requires ongoing risk assessments and adherence to published standards of health and safety at work, including training. Such a programme is best achieved as part of a multidisciplinary approach.What other guidelines are available on this topic? There are many sources of guidance on health and safety in the workplace, across many sectors, much of which is of relevance to anaesthetists. There is no readily accessible guidance specifically aimed at the anaesthetic workplace.Why was this guideline developed?This guidance was developed as part of a wider piece of work by the Association of Anaesthetists based around ergonomics of the anaesthetic workplace, as a result of the increased reported incidence of musculoskeletal disorders amongst anaesthetists. It aims to draw on existing guidance and present a summary of advice relevant to anaesthetists and their practice.How and why does this publication differ from existing guidelines?This guidance summarises other advice and recommendations, and focuses on factors relevant to the anaesthetic workplace
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Mikhaleva, E., E. Babikova, G. Bezhashvili, M. Ilina, and I. Samkova. VALUE STREAM PROGRAM. Sverdlovsk Regional Medical College, December 2022. http://dx.doi.org/10.12731/er0618.03122022.

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In order to increase the efficiency of the work of a medical organization, it is necessary to train medical workers, employees of medical organizations, students of educational organizations in the techniques and methods of lean production, followed by the application of the acquired skills directly at the workplace in a medical organization. The purpose of the training under the program is to acquire new competencies necessary to perform professional tasks using lean manufacturing tools - mapping the value stream to ensure maximum operational efficiency of production processes. The program provides for independent work: mapping the value stream of the current, ideal and target states of the process, analysis of the value stream of the current state of the process (problem identification: spaghetti method, pyramid of problems, graph-links, summary table of root causes and contribution of the solution), development of a plan measures to achieve the target state of the process.
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O’Brien, Tom, Deanna Matsumoto, Diana Sanchez, Caitlin Mace, Elizabeth Warren, Eleni Hala, and Tyler Reeb. Southern California Regional Workforce Development Needs Assessment for the Transportation and Supply Chain Industry Sectors. Mineta Transportation Institute, October 2020. http://dx.doi.org/10.31979/mti.2020.1921.

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COVID-19 brought the public’s attention to the critical value of transportation and supply chain workers as lifelines to access food and other supplies. This report examines essential job skills required of the middle-skill workforce (workers with more than a high school degree, but less than a four-year college degree). Many of these middle-skill transportation and supply chain jobs are what the Federal Reserve Bank defines as “opportunity occupations” -- jobs that pay above median wages and can be accessible to those without a four-year college degree. This report lays out the complex landscape of selected technological disruptions of the supply chain to understand the new workforce needs of these middle-skill workers, followed by competencies identified by industry. With workplace social distancing policies, logistics organizations now rely heavily on data management and analysis for their operations. All rungs of employees, including warehouse workers and truck drivers, require digital skills to use mobile devices, sensors, and dashboards, among other applications. Workforce training requires a focus on data, problem solving, connectivity, and collaboration. Industry partners identified key workforce competencies required in digital literacy, data management, front/back office jobs, and in operations and maintenance. Education and training providers identified strategies to effectively develop workforce development programs. This report concludes with an exploration of the role of Institutes of Higher Education in delivering effective workforce education and training programs that reimagine how to frame programs to be customizable, easily accessible, and relevant.
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O’Brien, Thomas, and Deanna Matsumoto. Mapping E-Commerce Locally and Beyond: CITT K12 Special Investigation Project. Mineta Transportation Institute, November 2021. http://dx.doi.org/10.31979/mti.2021.2067.

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As all aspects of the American workplace become automated or digitally enhanced to some degree, K12 educators have an increasing responsibility to help their students acquire the technical skills necessary to organize and interpret information. Increasingly, this is done through Geographic Information Systems (GIS), especially in careers related to transportation and logistics. The Center for International Trade & Transportation (CITT) at CSU Long Beach has developed this K12 Special Investigation Project to introduce ArcGIS StoryMaps, an engaging, accessible and sophisticated web-based GIS application. The lessons center on e-commerce and its accompanying environmental and economic impact. Still, the activities can be easily adapted to projects in any subject area, such as humanities, science, math, or language arts. This teacher blueprint includes a teacher training guide with ten detailed lesson plans and activities. With the guidance of a National Board-Certified Teacher in Early Adolescence Math as lead instructor, the curriculum is designed to align with Next Generation Science Standards (NGSS). Also, exploration of STEM and GIS-related careers are incorporated into the lesson plans.
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Technology News 563 - hazard recognition training tool allows mineworkers to perform virtual workplace examination. U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, April 2020. http://dx.doi.org/10.26616/nioshpub2020121.

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A story of impact: online training helps protect nurses and other healthcare workers from workplace violence. U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, November 2014. http://dx.doi.org/10.26616/nioshpub2015118.

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