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Dissertations / Theses on the topic 'Workplace training'

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Published: 4 June 2021
Last updated: 20 February 2023

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1

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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4

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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5

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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6

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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7

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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10

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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Machin, M. Anthony. "Understanding the process of transfer of training in the workplace." University of Southern Queensland, Faculty of Sciences, 1999. http://eprints.usq.edu.au/archive/00003234/.

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This thesis aimed to describe the conditions under which transfer of training would occur and the processes that are involved in the transfer of training to the workplace. Two studies were conducted that assessed the individual, situational, and training design factors that impacted on the transfer of training to the workplace. Study 1 examined the influence of individual and situational factors on the achievement of trainees’ transfer goals. Trainees’ goals for transfer and their commitment to those transfer goals were found to act as mediators of the influence of self-efficacy, motivation, and situational constraints on transfer goal achievement. This result supported previous research that has shown that the impact of personal and situational factors on performance is mediated by the personal goal level and level of goal commitment (Wofford, Goodwin & Premack, 1992). Study 2 was based on a model of the determinants of training transfer proposed by Thayer and Teachout (1995). The model was modified to focus on the determinants of trainees’ transfer implementation intentions and implementation activities. Climate for transfer was assessed prior to training commencing and was found to influence pre-training levels of self-efficacy. However, positive and negative affect also influenced pre-training levels of both self-efficacy and motivation, and the two climate for transfer factors (Positive and Negative Work Climate) were found to influence positive and negative affectivity, respectively. It was concluded that climate for transfer does impact direct and indirectly on pre-training levels of self-efficacy and motivation. A second structural model found that pre-training self-efficacy is a strong determinant of the learning that occurs during training, and the level of post-training self-efficacy. Post-training self-efficacy is a strong determinant of transfer implementation intentions, which in turn were a strong determinant of implementation activities. Implementation activities were positively related to transfer success. Separate structural models were developed to assess the impact of in-training transfer enhancing activities on learning, post-training self-efficacy, transfer implementation intentions, and implementation activities. Self-control cues, relapse prevention activities, and goal setting (when assessed separately) were found to positively influence post-training self-efficacy and implementation intentions. Relapse prevention activities and goal setting (when assessed separately) were also found to positively influence implementation activities. The results strongly supported the modified model of training transfer that was presented. It was also concluded that situational factors do exert an indirect influence on the transfer process, apart from simply influencing what trainees are able to do after training has completed (Mathieu & Martineau, 1997, Quiñones, 1997).
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Jones, M. Anita. "A Study of Satisfaction With Online Learning in Workplace Training." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2158.

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The American workplace and American culture have rapidly transitioned to online learning and are now more dependent on technology. Yet, in spite of a multitude of studies that explored online learning, it has not been established whether managers are satisfied with application of technology to training. The purpose of this study was to examine receptiveness as expressed by satisfaction with effectiveness of online training among managers to determine if a relationship exists for age, position, and length of service. The research was based on theoretical foundations of Herzberg's theory of motivation and Herzberg's theory of job satisfaction. The goal of the study was to evaluate receptiveness as reflected by managers' level of satisfaction with the use of online learning in workforce training, and the presence of age, lengths of service, or position differences in satisfaction with online training. This quantitative study used nonexperimental stepwise multiple regression analysis, based on secondary data from the 2011 Senior Executive Service survey administered by the Office of Personnel Management of the United States government (n = 4,954). Results indicated that the number of employees managed was an influential factor in determining receptiveness, and supported age, length of service, and position differences in satisfaction with online training among managers. Results linked usage and effectiveness to satisfaction with effectiveness of online training. Based on the results, managers should add or increase online training to provide greater training capability and flexibility. The application may promote positive social change as these results could better equip managers in the public sector with greater training flexibility.
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Trent, Stoney A. "Team cognition in intelligence analysis training." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1187034524.

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Ali, Irena. "Does team training make a difference? a comparison of early MEAO and AMTG voices on predeployment training and team issues - sub-task report for the human dimensions of NCW /." Canberra : Defence Science and Technology Organisation, 2008. http://nla.gov.au/nla.arc-24764.

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Mode of access: Internet via World Wide Web. Available at http://hdl.handle.net/1947/9667.
"September 2008" Title from PDF cover (viewed on 25 September, 2009) Includes bibliographical references.
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Scotland, Jenny. "Contemporary nurse education : the context of learning in the community workplace." Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310232.

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16

Wiener-Ogilvie, Sharon. "Training environment in General Practice and preparedness for practice." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/9447.

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This thesis explores the way General Practice trainees and early career General Practitioners describe their training environment in General Practice, the meaning they attach to the notion of preparedness and their perceptions of the impact of the training environment on their preparedness. The study was informed by the interpretivist paradigm. I conducted 27 in-depth semi-structured interviews with 15 early career General Practitioners and 12 General Practice trainees at the end of their training. Interview data were transcribed and analysed thematically, drawing partially on the grounded theory approach of data analysis. Interviewees described their training environment in terms of their sense of being included in the Practice, the Practice ethos, the importance of training within the Practice, the trainer and their relationship with the trainer. There was no unanimous way in which interviewees talked about preparedness, however the meanings attributed to preparedness centred around two central elements ‘confidence’ and ‘adaptability’ and included: working independently and being self directed; knowledge of business and partnership issues; ability to manage patients and workload; good consultation skills and effective time management; and adequate knowledge and passing the RCGP CSA examination. The way the training Practice can impact on trainees’ preparedness was explained drawing on Bandura’s theory of ‘self efficacy’ and Lave and Wenger’s theory of ‘situated learning’. Inclusive training Practices, characterised by less hierarchical relationships between the doctors, particularly vis-à-vis trainees, were better at preparing trainees for their future role by affording them greater opportunities to take part in a wider range of General Practice work. The role of the trainer was also pivotal in preparing trainees through effective teaching. Supervision tailored to trainees’ needs, and guided decision making enhanced confidence of trainees in their ability to work independently.
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Skippington, Peter A. "Windows into learning : workplace assessment by videoconferencing." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36548/1/36548_Skippington_1998.pdf.

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This study investigates the outcomes of assessment and learning when adult learners and their assessors use desktop videoconferencing to conduct assessment of workplace skills. In particular it examines whether a virtual learning environment created through the application of desktop videoconferencing systems allows for meaningful workplace assessment and associated learning. A review of the literature associated with videoconferencing showed that the majority of studies on the use of videoconferencing in learning have focused only on the delivery of learning. That is, there was no identifiable research which addressed specifically the use of videoconferencing for assessment purposes. This study, therefore, builds on identified general research on the application of videoconferencing and extends the research in two specific ways. Firstly, whereas current research on videoconferencing bas traditionally focused on the delivery of programs in the school and higher education sector, this study examines applications in the vocational education and training sector. SpecificaJly, the study examines the impact of videoconferencing in the development of skills in the workplace. Secondly, by focusing on assessment as a significant element of the learning process, the study extends the current research base which has focused only on the delivery and support of learning. A qualitative research design was implemented which aimed to produce 'interpretative accounts' of the phenomena under investigation. The interpretative research methods and approaches implemented in this study allowed the researcher to emphasise the contextual setting in which the events under investigation occurred. The research methods and approaches allowed the researcher to examine a particular, small scale innovation in a specific context and to examine the unique ways in which the innovation was implemented. Major findings of the study include the following: • Desktop videoconferencing was reliable, convenient and easy for both teachers and learners to use. • The use of videoconferencing increased the flexibility and ease with which assessment could be undertaken in the workplace. • Workplace assessment by videoconferencing proved to be as re liable and valid as face-to-face assessment techniques (including site visits and the use of contract assessors). • Workplace assessment by videoconferencing provided consistent approaches which facilitated the development of meaningful relationships between teachers and learners thereby encouraging an appreciation of assessment as a major part of a continual learning process. While the findings extend the knowledge base of the educational applications of videoconferencing, there are limitations to the research that must be recognised. The research is limited to a small number of learners and teachers working and learning in a specific location within a specific context. Conclusions and findings of the study must be recognised as site specific. While the study offers significant insights into a particular and unique learning context, it is not the purpose of the study to deve]op abstract propositions that are universally acceptable across sites.
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Teffu, Matome Edward. "Aligning employee training needs and workplace skills plan in the Limpopo Department of Health." Thesis, University of Limpopo, 2014. http://hdl.handle.net/10386/1404.

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Thesis (MPA.) --University of Limpopo, 2014
iii ABSTRACT Government Institutions are in terms of the Skills Development Act, (Act 97 of 1998), required to develop employees in order to achieve good and effective performance. The Act makes provision for the development of Workplace Skills Plan by government institutions and mandates these institutions, including Government Departments, to budget at least 1% of their payroll for training and development of employees. It is, however, not apparent whether or not the developed Workplace Skills Plans are in line with the employees training needs and training interventions. As a result, the essence of this study is to determine how to align employees training needs with the Departmental Workplace Skills Plan in the Limpopo Department of Health. In addition, the study investigates whether or not training interventions in the Limpopo Department of Health are informed by the identified skills needs. The type of research methodology used in this study is the quantitative approach, which is in the form of a structured questionnaire. The main finding of the study is that although the Limpopo Department of Health developed the Workplace Skills Plan, training interventions were not aligned to it. In addition, a large percentage of the respondents was not aware of the skills audit exercise that the Department undertook. This study also reveals that the post-training evaluation which was done by the Department did not contribute to important subsequent training interventions. The key recommendation made is that the Limpopo Department of Health should make employees aware of the skills audit exercise the Department often undertakes. Additionally, Personal Development Plans should be continuously used to identify pertinent employee training needs relevant for the Departmental Workplace Skills Plan KEY WORDS • Limpopo Department of Health • Workplace Skills Plan • Personal Development Plan • Skills Audit • Training Interventions • Training Needs Analysis • Employees Training Needs
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Varnavas, Christine Ann. "The need for cross-cultural training in Hospitality and Tourism programs." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000varnavasc.pdf.

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Wakefield, Lynette Florence, and mikewood@deakin edu au. "Workplace education and training: Are Tafe teachers prepared for their evolving roles?" Deakin University, 1996. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.103545.

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Warren, Kathryn Lloyd. "Agents of change| A new role for learners in online workplace training." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3625946.

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Workplace training design has evolved from a task-based systems framework managed by the designer, to a collaborative process of problem-solving that includes stakeholders across the enterprise. Collaborative design models address persistent problems, such as cost efficiency, requirements that change late in development, and aggressive timetables, but perceptions of training effectiveness continue to be pessimistic. Given the substantial role of employees in making training effective, by transferring what they learn to their day-to-day responsibilities, this study proposed an emergent design model in which designers collaborate with employees as partners in solving training design problems. Previous efforts to include employees in training design have faltered, because of time and resource requirements which limit participation or greatly expand timelines. This study investigated the potential of broad employee participation, through the widely-used medium of organizational surveys, in which employees are invited to suggest ways to improve their work environment. The study applied a three-phase, mixed methods approach, to investigate whether survey text responses contain viable input into training design, and to explore the nature of that input in terms of major themes about workplace training, and detailed input reflecting employees' experience of online training. Nearly 90,000 text responses were accepted into the study, from industries that include pharmaceuticals, retail, manufacturing, telecommunications and financial services. Analysis exposed the inherent conflict between the designer's focus on training delivery, and the employees' focus on transferring what they learn to their jobs; and a widespread organizational conflict between leadership compensation tied to short-term financial metrics, and long-term strategies that drive infrastructure programs such as workplace training. Responses across all industry sectors in the study reported limited management support for training, which is nonetheless essential to employees' job performance. Responses described online training that makes only minimal use of the basic functions of computer technology. The study validates earlier research questioning workplace training effectiveness, with evidence suggesting that training programs are constrained by organizational challenges that cannot be solved by designers alone. The study suggests that organizations can involve their employees in addressing the conflicts that limit training effectiveness, through design partnership using survey responses.

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Passmore, Jonathan. "The character of workplace coaching : the implications for coaching training and practice." Thesis, University of East London, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532701.

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The objective of this research was to explore the psychological elements of workplace coaching. Specifically, the research aimed to consider the practices and processes of workplace coaching as an occupational psychological intervention. Using a mixed methods approach the two studies were conducted in parallel. The qualitative study focused on deepening our understanding of coaching as a process experienced by the coachee (the person receiving coaching). A grounded theory methodology was used based on a critical realist epistemology. The objective of the quantitative element of the study was to explore the reported behaviours used by coaches in their coaching practice. This study used a survey method to assess the variability in coaching styles between different reported coaching methodologies, psychologists and non-psychologists, gender and personality preferences as measured by MBTI. The themes extracted from the grounded theory study included the coachee expectations, properties of the session, attributes of the coach, behaviour's of the coach, behaviours of the coachee and outcomes. The statistical analysis produced largely non-significant results, with the exception of results relating to differences between coaches, the UK population and counsellors, based on the Myers Briggs Type Indicator. The findings were triangulated and used to inform the development of a framework for coaching which helps bring together the otherwise disparate aspects of workplace coaching into a single conceptual framework and which can constructively contribute towards an evidence based debate on coaching training and development
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Small, Tamara. "Workplace Violence Prevention Training: A Cross-sectional Study of Home Healthcare Workers." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1595850151324948.

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Hoepner, Alisa Sharen. "Team skills learned through ropes course training and transference to the workplace." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002hoepnera.pdf.

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Nicholls, Jacqueline Anne. "A cognitive model to support the design of training for physical tasks for enhanced knowledge transfer : the case of manual handling training." Thesis, University College London (University of London), 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264658.

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Fenton, Mark G. "Multicultural training at WAM!NET a digital technology company of Minneapolis, Minnesota /." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999fentonm.pef.

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Bos, Nick. "A study of the influence of the training of workplace health and safety representatives on the safety performance of Queensland workplaces." Thesis, Queensland University of Technology, 1996. https://eprints.qut.edu.au/36732/1/36732_Bos_1996.pdf.

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This study evaluated the effectiveness and impact of the Safe Work Queensland Workplace Health and Safety Representative's (WHSR) Training Course in terms of: • knowledge and skills gained from participation in the course; • student perception of whether the course met their needs as WHSRs; • retention or loss of course knowledge over time; • the state of the workplace consultative structures required by the Workplace Health and Safety Act 1989 existing at the time of the course and twenty weeks later; and • to what extent, if any, the WHSRs applied the knowledge and skills gained from the course in the workplace. The study examined the extent to which the WHSRs training had an impact on the safety performance of their workplaces and the role of the consultative occupational health and safety (OHS) structures in facilitating this impact. In total, 569 students who completed the WHSRs training course between January and July 1993 were surveyed. Ten case study interviews were also completed. The findings are divided into five (5) main areas as follows: Knowledge and skills gained from participation in the course: The study identified a significant improvement in WHSRs' OHS knowledge in key areas including: aspects of the Queensland OHS legislation, workplace accident/incident causation and reduction, the hierarchy of hazard control, hazardous substances and manual handling. Retention or loss of course knowledge over time: The postal questionnaires tested WHSRs' retention of aspects of the key knowledge from the course. Twenty (20) weeks after the completion of the course 29.6% of WHSRs had improved their knowledge in key areas, 31.8% remained the same and 38.6% had a decline in knowledge. Student perception of whether the course met their needs: The course was highly regarded by the participants; 98.1 % of WHSRs regarded the course as a whole as vital or useful to the performance of their duties as WHSRs. The state of the consultative structures in the workplace: The study identified several concerns about the ability of WHSRs to adequately represent their fellow workers. Only 37 .1 % of WHSRs were elected by the workers they represented. The majority (57.5%) were nominated by management. Furthermore, at the time of the postal questionnaire, just over half (53.2%) of WHSRs were involved in routine workplace inspections at least once a month or more. Whilst this was a 15% improvement over the 38.2% of those involved in routine inspections at the time of the course, it was of concern that 41. 7% of WHSRs rarely or never undertook workplace inspections. The study further identified a lack of consultation between management and WHSRs; 37.9% of WHSRs indicated that they were rarely or never asked by management for their opinion on OHS matters, 33.6% were sometimes asked, and only 26.4% were frequently asked for their opinion. Application of the knowledge and skills in the workplace: More than two thirds of the WHSRs (67.5%) indicated that they had identified hazards in their workplace since completing the course. In total, 94.2% of these WHSRs identified the potential harm associated with these hazards and 57.7% reported that all hazards they had identified were controlled to their satisfaction. The study concluded that the involvement of trained WHSRs in the OHS decision-making processes in the workplace produced positive results in terms of a healthier and safer work environment. Responses from study participants suggested that the WHSR course was well regarded and provided participants with additional knowledge that enabled them to participate more effectively in workplace OHS consultation and risk management. As the result of this study significant changes were made to the Safe Work training course and an ongoing quality control system was introduced. The data pertaining to the implementation of self-regulation in the workplace was successfully used by Safe Work to justify changes to the Workplace Health and Safety Act 1989. Recommendations included: • the production of a guide on the implementation of self-regulation in the workplace to help WHSRs and Workplace Health and Safety Officers (WHSOs) fulfil their duties; • that the Division of Workplace Health and Safety Inspectors target the existence of health and safety consultative structures during audits and that trade union officials also target these areas among those who employ their members; and • that a further study be conducted in 1997 to determine whether: a) the Workplace Health and Safety Act 1995 has had a positive impact on the establishment of workplace OHS structures and consultation; b) the introduction of hazard report forms have had a positive effect on the involvement of WHSRs in the risk management process and on the introduction of appropriate control measures by employers; c) the alterations to the WHSR training course have produced improvements in terms of student learning outcomes; and d) employers or employer representatives perceive the involvement of WHSRs to be of value in gaining a safer work environment.
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Tian, Wei. "An analysis of workplace training, training transfer environment and employees' attitudes and behaviours : evidence from the Chinese retail industry." Thesis, Cardiff University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549717.

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The main purpose of the study is to investigate the relationships between workplace training related variables (training provision and support for training), and employees' attitudes and behaviours in China. The literature review revealed several gaps in the current understanding of the phenomenon including: (1) lack of research integrating different theoretical perspectives; (2) limited studies have examined the relationships between workplace training-related variables, organisational commitment (OC), job performance (JP), and turnover intentions (TI) in a simultaneous manner; (3) limited studies have examined key mediators such as OC and JP; (4) the need to expand the training and turnover relationship; (5) limited studies have examined the role of employees' occupation in influencing the impact of HR practices (for example, workplace training); and, (6) lack of research in the Chinese retail context. Addressing these gaps, the present study aims to advance knowledge by integrating theories from the labour economics field, the strategic human resource management field and the training transfer literature, and systematically examines their interrelationships between constructs drawn from these theories. Using a multi-method approach (questionnaires, interviews and company documentary analysis), the empirical evidence was collected from a major retailer in China. Structural equation modelling (SEM) procedures were followed using Mplus 5.21 to analyse the quantitative data. Interview data was used at various stages as a source to support and explain findings arising from the quantitative data. Using data from 1,578 employee questionnaires and 17 senior management interviews, the findings demonstrate that: (1) training has different effects on employees' attitudes and behaviours depending on the type of training; (2) peer support contributes positively to employees' OC and JP; (3) significant contribution of OC and JP on employees TI in general; (4) the importance of identifying affective and normative commitment, and task performance as key mediators of the workplace training-related variables and employee turnover intentions relationships in the Chinese setting; and (5) remarkable differences between frontline and backoffice employees with regard to most hypothesised relationships. By this, the study contributes to current understanding on the specific role of different types of training on employee turnover intentions, as well as the influence of supportive work environment on employees' attitudinal and behavioural outcomes. Furthermore, it contributes to the development of a broader theoretical understanding of the relationship between training-related variables, OC, JP and TI relationships in the relatively under-researched Chinese retail sector. Key words: Workplace training, organisational commitment, job performance, turnover intentions, peer support, supervisor support
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LaCroix, Lionel N. "Learning mathematics for the workplace : an activity theory study of pipe trades training." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/27022.

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This study examines a single pipe trades pre-apprentice within a one-on-one impromptu tutoring session making sense of fractions-of-an-inch on a measuring tape within the context of a pre-apprenticeship program for the pipe trades. The multi-semiotic analysis of this event is framed using cultural-historical activity theory and Radford’s theory of knowledge objectification. From these complementary perspectives, mathematics is considered a culturally situated purposeful activity. Specifically, mathematics learning involves a cultural-historical, socially, and semiotically mediated process of objectification, (i.e., a process in which one becomes progressively aware and conversant, through one’s actions and interpretations, of a cultural logic of mathematical objects). The analysis focuses on the pre-apprentice’s and tutor’s joint activity during this encounter, drawing on video data and various artifacts used. This entailed slow-motion and frame-by-frame analysis of the video to assess the role and coordination of various semiotic systems, actions, and artifacts. Particular attention is paid to: the semiotic system of cultural signification, norms of practice, contradictions or conflicts that serve to motivate this activity, specific objectives of or sub-goals in the learning process for this student, semiotic processes used both by the student and tutor in the objectification process, as well as changes to the subjectification of both the pre-apprentice and researcher-as-tutor in this process. This analysis informs Radford’s theory of knowledge objectification by showing, through fine-grained analysis, relevant aspects of its dynamics and by calling attention to a new form of iconicity and a process of semiotic extraction, both original contributions to research. It also shows various ways in which a learner’s subjectification is evident in the process of learning mathematics. The results have a number of practical implications for the teaching of mathematics generally, and mathematics for the workplace in particular, by drawing attention to the social, cultural, historical, and mediated dimensions and dynamics of mathematics learning activity. The findings also illustrate the complexity of learning to measure by identifying a number of processes and conflicts involved and practical ways these are negotiated or resolved.
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Ramsden, William H. "The implementation of workplace based assessment in the context of clinical radiology training." Thesis, University of Leeds, 2014. http://etheses.whiterose.ac.uk/7070/.

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Workplace based assessment (WPBA) was introduced into clinical radiology training in 2010. The purpose of the study was to investigate its implementation by addressing research questions concerning the assessments’ day-to-day realisation, the participants’ influence upon their enactment, and the utility of the process. The prior history of the introduction of WPBA into postgraduate medical training and the Royal College of Radiologists’ guidance regarding the assessments’ usage served as reference points for the study findings. Semi-structured interviews were undertaken with 20 radiologists (12 trainers, 8 trainees) in order to discover their opinions of the implementation and usage of WPBA in radiology. The interview data were subjected to thematic analysis in order to identify issues of importance to interviewees, address the research questions and suggest any means of improving the assessments. The analysis showed that most interviewees thought that WPBA had a formative purpose, as per central guidance, although some assessors felt it could be used summatively in certain circumstances. The day to day realisation of the assessments was subject to some variation, and although this might be seen as inevitable due to differing circumstances, there was evidence of both trainees and trainers manipulating the process to suit their own purposes. There was also evidence of some trainers frankly adapting the assessments’ usage depending upon trainees’ seniority or time in an attachment. Interviewees described various weaknesses of the process, including the peremptory nature of some assessments, failure to identify underperforming trainees and poor assessor preparedness when WPBA was introduced. Reference to published literature from other postgraduate medical specialties showed that many of these problems were generic in nature, rather than confined to radiology. Suggested means by which WPBA could be improved included joint trainee and trainer leadership of the process, better training of assessors and refinement of the assessments themselves.
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Amalathas, Sagaya Sabestinal. "An Approach to Embedding ITSs into Existing Systems." Thesis, University of Canterbury. Department of Computer Science and Computer Engineering, 2012. http://hdl.handle.net/10092/10418.

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Intelligent Tutoring Systems (ITSs) have proven their effectiveness in many domains, but very few attempts have been made to embed them with existing systems. This area of research has a lot of potential in providing life-long learning and work place training. This PhD project makes several significant contributions. This is the first attempt to embed a Constraint-Based Tutor (CBT) with an existing system, in order to investigate the benefits of providing on-the-job training. We also propose a framework for embedded ITSs, and develop DM-Tutor (Decision-Making Tutor) embedded with the MIS for palm oil. DM-Tutor is the first ITS for the domain of oil palm plantation decision making, and was developed in the ASPIRE authoring system. Our hypothesis was that DM-Tutor embedded with the MIS for palm oil would provide effective instruction and training for oil palm plantation decision making. We also wanted to investigate the role of feedback messages in helping to provide effective training.
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Hanna, Eve N. M. D. "An Analysis of Workplace Amputation Injuries in Florida." Scholar Commons, 2003. https://scholarcommons.usf.edu/etd/1383.

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Nationally, 10,852 workplace amputation injuries in the US were reported in 1997. This number has been gradually decreasing over time to 9,658 amputations in 2000. In Florida, the amputation injuries have been increasing from 272 in 1997 to 417 in 2000. The reason for this increase is unclear and deserves further study. The purpose of a portion of this study was to examine the Federal and Florida BLS data to determine the characteristics of the typical worker with an amputation injury. A worker with an amputation injury was most likely to be a white male between the ages of 35 and 44 with 1 to 5 years of employment. The amputated part was usually a finger which was injured in a machinery source. The purpose of the self-designed survey was to determine if there were any differences in the amputation prevention strategies between companies with and without amputation injuries. The survey also attempted to uncover any changes made to the safety training program after an amputation injury occurred. Using the Florida workers compensation data, surveys were sent to all companies with amputation injuries for the years 1999, 2000, and 2001. An equal number of surveys were sent to companies without amputation injuries during the same years of interest. A total of 840 surveys were mailed out. 146 were returned as undeliverable. 35 surveys were returned in the amputation group and 35 surveys were returned in the control group. All SIC codes were represented except mining. In the amputation group during the years investigated, 15 out of 35 (42.9%) companies claimed amputation injuries and 20 (57%) companies did not. The true error rate for the workers compensation data was a 13% misclassification of amputation injuries into that category. Comparison of the prevention strategies between the amputation and control groups revealed no significant differences. Of the companies claiming amputation injuries, 8 out of 15 (53%) made no changes to their safety training program after the injury occurred. Proactive techniques and global changes in safety culture mindset will be necessary before major reductions in amputation injuries can occur.
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Yamashita, Kazuhiro. "Importance of developing multicultural diversity training program in the hotel industry in the Minneapolis area." Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004yamashitak.pdf.

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O'Connor, Paul. "Team training in high reliability industries." Thesis, University of Aberdeen, 2002. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=231929.

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There is a lack of theoretically based, and empirically proven, team training methods for optimising and maintaining effective team performance. The aims of the thesis were to: (i) develop a method to carry out team training needs analyses, and use this to identify theoretically valid intervention techniques; (ii) develop and test a particular type of team training designed to improve team performance in high-reliability industries; and (iii) develop and utilise team training evaluation techniques. A team training needs analysis was carried out to identify the team training requirements of nuclear power plant operations personnel. This resulted in the design of a nuclear team skills taxonomy, in which the specific team competencies required by the team members were identified. Using this taxonomy it was possible to identify four training and three organisational interventions to improve the performance of the teams. The remainder of the thesis concentrated on the application of the most widely applied team training technique, Crew Resource Management (CRM) training. CRM has been used in the aviation industry for over 20 years, and is beginning to be applied in other high-reliability industries. However, a survey of UK aviation operators (n=l13) showed that the majority do not utilise formal evaluation techniques to assess the effects of their CRM training. The main reasons for this are a shortage of resources and a lack of guidance on suitable techniques for evaluating training. Several CRM evaluation techniques were developed and tested. A questionnaire was designed to assess the effects of CRM training on the attitudes of nuclear operations personnel. It was found there was generally an initial increase in the positivity of attitudes immediately after training, and then a decay in attitudes when they were measured again after a delay of six months. A prototype CRM training course was designed, and delivered to 77 offshore oild and gas production personnel Their reactions to the training were generally favourable and, as measured using a questionnaire, a significant increase in positivity of attitudes was found for decision making and personnel limitations, but not situation awareness or iii communications. The ability of the course participants to identify the causes of accidents in written scenarios was also not found to improve as a result of the CRM training. Finally, a European behavioural marker system designed to allow an assessment to be made of the non-technical (CRM) skills of flight deck crews (called NOTECHS) was tested. Data were provided from an experiment involving 105 training captains from 14 European airlines. Following an analysis of the validity and reliability, it was concluded that the NOTECHS system appears to be a satisfactory system for carrying out an evaluation of pilots' CRM behaviours in the aviation industry. The main findings of the thesis were: (i) A multi-faceted methodology was found to be useful in carrying out a training needs analysis, and to identify intervention techniques to improve team performance. However, these interventions must be applied and evaluated to assess their effectiveness. (ii) Researchers must take care when using a team training method, such as CRM, which has been successful utilised in one particular organisation, and applying the same model in another without first testing it in the new domain. (iii) There is a need to develop more reliable questionnaire items to assess attitudes to CRM skills such as decision making and situation awareness, and techniques to assess the CRM-related knowledge of participants. It is argued that properly designed and tested behavioural marker systems provide a method for evaluating the CRM skills of operations personnel, as long as the system is valid and reliable, and raters have received training to use it accurately. As industry becomes increasingly complex, there is a continuous challenge to design, deliver, and evaluate team training. Overall, this thesis has added to the research to address these challenges and indicated the areas in which further psychological research is required. It is only through this type of analysis that team training theory can develop and practitioners can be provided with the tools necessary to design effective team training.
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Down, Catherine, and not supplied. "Situated learning: perceptions of training practitioners on the transfer of competence across workplace contexts." RMIT University. Education, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080109.094404.

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Sanderson, LuAnn. "Improving civility in the mental health nursing workplace through assertiveness training with role-play." Thesis, Western University of Health Sciences, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3587674.

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Incivility is a low-level form of violence that has been found to threaten safety and has gained increasing attention from healthcare leaders. Incivility at work causes distractions and threatens the culture of safety. Locations providing mental health services are among such high-risk areas. The purpose of this study was to evaluate the effectiveness of a nurse leader’s educational approach to improve civility in the mental health (MH) nursing workplace using assertiveness training with role-play.

The civility score in this study was measured by staffs’ perceptions of eight items: respect; conflict resolution; cooperation; anti-discrimination; value differences; diversity acceptance; personal interest; and reliability of team members. In this study, the principal investigator (PI), a MH nurse leader, prepared and implemented a six-month plan of evidence-based actions intended to improve civility and to strengthen the sense of community.

Role-play exercises were included in assertiveness training sessions. Personalized brochures that summarized information and future direction for improving civility were prepared and distributed.

Civility awareness and assertiveness were reinforced by sharing literature, facilitating discussions, and practicing occasional role-plays to problem-solve past and current incivilities as they surfaced. Follow-up measurements showed a rapid and sharp increase in civility, with improved scores for each of the eight items. These findings support continued use of assertiveness training with role-play as an effective approach for improving civility in a culturally diverse MH nursing staff. Limitations of this study are discussed.

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Lami, Roni. "Personal development in the workplace : the concept and its usage in selection and training." Thesis, University of Hull, 2000. http://hydra.hull.ac.uk/resources/hull:13653.

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The use of the concept of Personal Development is widespread in the commercial world, particularly with respect to Selection and Training. Here the use of the term by Managers and (Personal Development) Trainers is investigated through questionnaires and semi-structured interviews. Although both groups use the concept freely, neither group is able to clearly articulate what they mean. Managers' emphasis external changes (acquisition of skills/attainment of goals) whereas Personal Development Trainers delineate a separate notion of Personal Growth, which relates to internal change (a way of being rather than of doing). In Selection Managers rely extensively on 'intuition', making decisions on the basis of tacit criteria relating to 'personal qualities' that are not part of the formal specification of the post. In relation to Training both groups identify 'Key Insights' as the product. Benefits relate to both 'being' (awareness) and 'doing' (improved performance). A distinction becomes apparent between Personal Development, which relates to directly to improvement in work performance, and Personal Growth, which is seen to increase personal 'skills', and enhance personal 'qualities'. The research establishes a list of Key Insights, the foremost of which is 'Self Awareness'. It is evident that Managers are looking beyond KSA's (Knowledge Skills and Abilities) to encompass BVP's (Beliefs, Values and Personality) in both the selection and training of employees. To facilitate this a greater understanding of the concepts of Personal Development and Personal Growth is needed. It is suggested that the identification of Key Insights provide a structure to enable clarification of thinking by both: Managers and Trainers.
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Cary, Nicola Karen. "Does Acceptance and Commitment Training increase psychological flexibility in the workplace: A systematic review." Thesis, Cary, Nicola Karen (2020) Does Acceptance and Commitment Training increase psychological flexibility in the workplace: A systematic review. Masters by Coursework thesis, Murdoch University, 2020. https://researchrepository.murdoch.edu.au/id/eprint/60858/.

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This systematic review aims to examine the current evidence for the efficacy of Acceptance and Commitment Therapy in workplace contexts, termed ACT Training. Specifically, this paper examines the effect of ACT Training on improving Psychological Flexibility – the core construct in ACT – and its relationship to corporate outcome variables. Following the PRISMA format, extensive systematic searches of online databases were conducted, and evaluated according to specified criteria. The culmination of evidence offers positive support for both ACT Theory, and for ACT interventions increasing Psychological Flexibility in wide ranging international working contexts. Psychological Flexibility is associated with improved mental and general health, wellbeing, and other positive gains such as performance and job satisfaction. Findings indicate, when the effects of improved Psychological Flexibility are measured over the long-term, enduring positive effects are evident. This review highlighted methodological shortfalls, and important mediation and moderation findings. More complex analyses reveal that finer mechanisms are at play in the ACT model and need to be explored and conceptually expanded. The wide range of contexts and participants studied means these findings are not easily generalisable. However, these findings highlight the need for more robust and carefully designed methodological strategies in future, to facilitate effectual advancement of the research, and the upscaling of ACT interventions to meet current needs.
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Lyddy, Christopher J. "Mindfulness: Investigating a Potential Resource for Resilience Against Workplace Ego Depletion." Case Western Reserve University School of Graduate Studies / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=case1467983613.

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Kennedy, Monica, and n/a. "DEVELOPING A HOLISTIC PERSPECTIVE ON LEARNING AND KNOWLEDGE IN A PUBLIC SECTOR ORGANISATION - AN EXPLORATION OF WORKPLACE EXPERIENCE." University of Canberra. Education & Community Studies, 2006. http://erl.canberra.edu.au./public/adt-AUC20081001.124850.

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Organisational learning and knowledge management theories are illustrated in this study as converging around discussion of three major themes: the role of the individual in the knowledge of the organisation; the increasing problematisation of the nature of knowledge; and debate over the role of mental models and organisational schema in the learning of the individual and organisation. In this study it is argued that these themes are aligned with central themes in complexity theories, and complexity is posited as an appropriate lens through which organisational experience might be viewed. The confluent themes and complexity underpin a methodological approach that is inspired by grounded theory, but which recognises the value that complexity provides as a sensitising device to the research. Narrative methods are used to collect data and participants' sense-making informs the researcher's analysis of the results. The emergence of a complex adaptive systems heuristic from the analysis of the collective narratives provides a ground for exploration of organisational members' experience using the grammar of complexity. This exploration leads to discussion of the ways in which complexity accommodates the consideration of learning and knowledge within a single frame. While the experience of organisational members in many ways reflects the properties and mechanisms of complex adaptive systems, in this study the theory does not adequately describe the nature of their learning and knowledge development in the organisation. In this exploration, tension between the formal organisation and the emergent organisation leads to a disconnect between the local learning of members in interaction and the knowledge of the organisation. The nesting feature of complex adaptive systems, where levels of aggregation build hierarchy, is not apparent in this study and this finding is discussed as having important implications for learning and knowledge sharing in the organisation. In addition, the participants of this study do not describe their learning as simply mechanical, involving the building and rebuilding of mental models, as complex adaptive systems would suggest. Learning is described as far more elaborate than the theory immediately implies. The findings of the study provide insight into the relationship between learning and knowledge in organisations through the lens of complexity as well as providing some input into developing theories of complexity. These insights are discussed with reference to the literatures across organisational learning, knowledge management and workplace learning fields and a number of implications for practice are suggested as a result. The study supports the integration of organisational learning and knowledge within a single theoretical frame and points to more integrated organisational practice. That learning and knowledge management in organisations should remain discrete in practice is at odds with the theory and with the findings of this study.
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Stubbs, Carol A. (Carol Ann). "Evaluation of Transfer of Technical Training: A Prototype." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc501195/.

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The degree of transfer of technical training to workplace behavior was evaluated using a Solomon Four-Group experimental design. Additionally, all groups received retrospective pretests. Subjects were 103 technicians in an electronics company. Supervisors rated technicians on behaviorally anchored rating scales which were developed and labeled as behavior description scales for simplicity. Analysis of variance revealed no effect for training nor pretest. A training-pretest interaction effect was revealed for one dimension (Communication with Support Groups). Analysis of covariance revealed main effects for pretesting for two dimensions (Problem Solving and Communication with Supervisor) and a pretest-training interaction-for one dimension (Problem Solving). Except for one dimension, t tests revealed no significant differences between traditional pretests and retrospective pretests, thus negating a hypothesized response shift bias.
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Sicilia, Carmela. "A second-order workplace intervention to understand the design of a socio-constructivist lesson plan: a CHAT perspective." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=92207.

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Researchers have reported that transforming socio-constructivist teaching practices supported by information communication technology (ICT) has been slow and stagnant in Quebec and globally, because many contradictions emerged in organizational structure (c.f. Park, 2009; Sicilia, 2007). The primary aim of these case studies is to examine a five-month planned intervention in a technology rich school in order to extend the understanding of designing a socio-constructivist lesson plan supported by ICT. The intervention was designed collectively between researchers, school administrators and grade 7 and grade 8 middle school math teachers. The designed intervention incorporated the assumptions from socio-cultural and socio-constructivist theories and the assumptions found in notable change models. The intervention introduced organizational conditional and learning conditions which created new goals, resources, roles and rules to resolve contradictions found in previous studies. The organizational conditions were: resources, time, agent of change, school and teachers' historical background, and the learning conditions were: social collaboration, community-centered environment, contradictions and problem solving. During the implementation of the intervention, the teachers held bi-weekly "collaborative change meetings" facilitated by myself, the principle researcher who also assumed the role of change implementer (CI).
The actions of the design and implementation of the intervention were traced within the cultural historical activity theory (CHAT) systemic framework. Findings revealed a) although collective actions in designing and implementing the intervention created both new environmental conditions and disequilibria in existing ones, the changing conditions did not always lead to changes in teaching practices b) teachers' internal representation of understanding socio-constructivism hindered them in designing and delivering a socio-constructivist lesson plan because they interpreted socio-constructivism as an in class activity that students solve on their own.
Des chercheurs ont constaté un ralentissement et une stagnation de la transformation des pratiques de l'enseignement constructiviste, appuyé par les technologies de l'information et des communications (TIC), tant au Québec qu'à l'étranger, en raison des nombreuses contradictions qui se sont manifestées dans la structure organisationnelle (c.f. Park, 2009; Sicile, 2007). Cette étude de cas vise principalement à examiner une intervention de second ordre ou prévue, d'une durée de cinq mois, au sein d'une école qui se caractérise par sa technologie, afin de mieux comprendre l'apport de changements aux pratiques d'enseignement, passant de l'enseignement traditionnel à l'enseignement constructiviste appuyé par les TIC. L'intervention a été conçue collectivement entre les chercheurs, cadres scolaires et enseignants des mathématiques d'écoles intermédiaires (secondaires I et II). L'intervention conçue a incorporé les conditions organisationnelles et d'apprentissage, qui ont été constatées dans d'importants modèles et théories du changement, pour présenter de nouveaux objectifs, ressources, rôles et règles afin d'éliminer les contradictions relevées dans des études antérieures. Les conditions organisationnelles étaient les suivantes : ressources, temps, inducteur de changement, aperçu historique des écoles et des enseignants, et les conditions d'apprentissages étaient celles-ci : collaboration sociale, milieu axé sur la collectivité et contradictions, et résolution de problèmes. Au cours de la mise en œuvre de l'intervention, les enseignants ont tenu, toutes les deux semaines, des « réunions collaboratives sur le changement » animées par le chercheur principal, lequel a également joué le rôle de la personne chargée d'apporter des changements.
Les actions découlant de la conception et de la mise en œuvre de l'intervention ont été retracées dans le cadre systémique de la théorie historico-culturelle de l'activité (cultural historical activity theory). Les résultats de recherche ont révélé que a) bien que les actions collectives dans la conception et la mise en œuvre de l'intervention ont créé à la fois de nouvelles conditions environnementales et un déséquilibre dans les conditions en place, on a constaté que les nouvelles conditions n'ont pas toujours mené vers des changements dans les pratiques d'enseignement; que b) la représentation interne du constructivisme par les enseignants les a empêchés de modifier leurs pratiques d'enseignement traditionnel parce qu'ils ont interprété le constructivisme comme étant une activité que les élèves devaient réalisés par eux-mêmes.
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Davis, Mark Edward. "Predictors of employer satisfaction with workplace-based contract training programs at community and technical colleges in West Virginia." Huntington, WV : [Marshall University Libraries], 2003. http://www.marshall.edu/etd/descript.asp?ref=209.

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Thesis (Ed. D.)--Marshall University, 2003.
Title from document title page. Document formatted into pages; contains p. viii, 135 p. Includes abstract. Includes vita. Includes bibliographical references (p. 112-115).
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Averhart, Veronica. "Ageism in the Workplace: Examining the Influence of Age Conceptualization on the Advancement Opportunities of Older Workers." FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/585.

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This study examined variables that may influence managers’ perceptions of the need for and benefits of training and promoting older workers. Age conceptualization, worker gender, tender-mindedness, openness to values, and emotional intelligence were predicted to affect the relationship between worker age and the probability and perceived benefits of training and promoting older workers. Approximately 500 working professionals read one of four training and promotion vignettes and provided training probability ratings, training benefits ratings, promotion probability ratings, and promotion benefits ratings in order to test twenty-four hypotheses. Results provided evidence that both worker age and the way in which age was conceptualized affected the extent to which workers were recommended for training as well as the perceived benefits of training workers. It was also found that worker age and the way in which age was conceptualized affected the extent to which workers were recommended for promotions and the perceived benefits of doing so. Of the individual characteristics studied, openness to values was found to act as a moderator of the relationship between age conceptualization and the extent to which older workers were recommended for a promotion and the relationship between age conceptualization and the perceived benefits of promoting older workers. Findings from this study suggest that organizations that wish to protect older workers from discrimination should make decision-makers aware of the influence of age conceptualizations on the salience of older worker stereotypes. By being cognizant of individual raters’ levels of the personality characteristics examined in this study, organizations can create decision-making teams that are not only representative in terms of demographic characteristics (i.e. race, gender, age, etc.) but also diverse in terms of personality composition. Additionally, organizations that wish to decrease discrimination against older workers should take care to create guidelines and procedures for training and promotion decisions that systematically reduce the opportunities for older worker stereotypes to influence outcomes.
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Woodhall, Michael James. "The impact of training on self-evaluative traits and workplace outcomes in a manufacturing environment." Thesis, University of East London, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532977.

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The current investigation builds on previous research examining the role of self-evaluations at work, and the psychological impact of training interventions in the manufacturing environment. A longitudinal study of 49 participants found significantly higher levels of job satisfaction, and lower levels of perceived stress, following a six month process improvement training and coaching programme. Increases in self esteem were also observed in participants over this period, while no change was observed in levels of neuroticism or locus of control, consistent with previous research. The findings of the mixed methods study are consistent with other recent research that indicates individual dispositional traits to be a more accurate representation of self-evaluative personality than the unifying concept of Core self-evaluations. Explanations for these findings, and the mechanisms underlying them, are explored through a related qualitative study utilising an Interpretative Phenomenological Analysis approach to develop an understanding of the work life of employees at a UK factory.
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Bicknell, Janice. "The development, delivery and evaluation of a harassment awareness training package for a corporate workplace." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ39910.pdf.

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47

Singer, Stanley Jr. "Ethics Education: The Impact of Ethics Training Engagement on Unethical Decision-Making in the Workplace." Xavier University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1590825279518592.

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48

Murphy, Maureen. "Improving learner reaction, learning score, and knowledge retention through the chunking process in corporate training." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5137/.

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The purpose of the study was to investigate the application of the chunking process to the design and delivery of workforce training. Students in a 1-hour course (N = 110) were measured on learner reaction, learning score achievement, and knowledge retention to see whether or not chunking training in a 1-hour session into three 20-minute sessions to match adult attention span resulted in a statistically significant difference from training for 1-hour without chunking. The study utilized a repeated measures design, in which the same individuals in both the control group and experimental group took a reaction survey instrument, a posttest after the training, and again 30 days later. Independent samples t tests were used to compare the mean performance scores of the treatment group versus the control group for both sessions. Cohen's d was also computed to determine effect size. All hypotheses found a statistically significant difference between the experimental and control group.
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49

Ballard, Glenda Haywood. "Teaching in a new setting: adult basic educators in a national workplace literacy project, a qualitative case study of a national workplace literacy project." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/40044.

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Workplace literacy is a movement that has gained popularity in our society in the last decade. Despite the prolific amount of literature on the subject, very little research has been done to determine how teachers are functioning in this new setting. The problem addressed by this study involved how teachers move into a new workplace literacy setting and the issues they face as they establish their classes in this new setting. The purpose of the study was to determine the kinds of issues which teachers might encounter as they move into this setting. Questions about how teachers experience moving into a workplace literacy setting located at the job site was examined through qualitative research. A case study narrative providing rich description was conducted. about one national workplace literacy project from the beginning of the project throughout the eighteen-month grant period. Classroom observations, participant observations, and interviews were completed. The method of constant comparison was used to analyze the data for patterns of similarity and dissimilarity. Six principal categories emerged from the data. The findings are presented in six broad categories: (a) a definition of workplace literacy; (b) awareness of company culture; (c) company involvement; (d) the workplace literacy student; (e) the workplace literacy classroom; and (f) the role of the teacher. From these findings, conclusions were drawn about teacher training materials for individuals in workplace literacy settings. It was determined that a need does exist for a usable teacher's manual containing information regarding workplace literacy programs. Additional research is necessary; one suggestion included replicating this study in another workplace literacy project to determine whether similar issues would emerge.
Ed. D.
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50

Hermansson, Marie. "Ett Industriprogram - En utbildningsmodell : En studie av en utbildningsmodell där arbtesplatsförlagd utbildning och schemalagd undervisning i skolan sker parallellt." Thesis, Karlstad University, Faculty of Arts and Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-1779.

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Upper secondary school contains of several different programs, for some of them workplace training, APU, is a part. The Industry programme is one of those. The education within a programme where workplace training is a part works out differently. The workplace training part of the education is a collaboration between school and different working sites. The aim of this study is to illuminate one kind of education model from different perspectives.

The workplace training part of this model starts from term four and takes place two days every week, the other three days of the week used for education in school. The questions at issue for this study are in what meaning can workplace training affect the results of the programme goals? And how is the education interpreted, valued and described by different participants? The study contains of sex interviewees. In the study are six persons from three different categories; cooperative companies, teachers teaching core subjects and pupils. The results from the study show how important the cooperative companies think that communication and the possibility to be able to have influence in the education model are. They look at themselves not only as a company that provides trainee possibilities. They also consider the lifeexperience that the pupils get through the combination of education in school combined with workplaced training affect their efforts of reaching the programme goal positively. The education model is seen with positive eyes both from the cooperative companies and the pupils, while the results from the coresubject teachers interviews not are quit as distinct.

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