Thèses : « Training plans »

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Winter, Georgeann A. « Examining Teachers' Lesson Plans Following Universal Design for Learning Training ». ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2775.

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With a growing population of culturally and academically diverse student populations in K -12 education, Universal Design for Learning (UDL) has the potential to improve the quality of teaching and learning for all students. However, there is a lack of research on UDL teacher in-service training to determine whether teachers are more effective at implementing UDL once they receive adequate training. The purpose of this quantitative study was to examine changes in teachers' lesson plans following UDL professional training. Seventeen teachers from 5 school districts in the state of Mississippi participated in the study. Teachers' lesson plans were evaluated at 3 time points using a valid UDL lesson plan rubric from a previous study. Data were collected before the intervention, immediately after the intervention, and 2 months after the intervention was administered. A within-subjects MANOVA with repeated measurement was conducted comparing pretreatment and post-treatment scores for each of the 4 dependent variables (total score and representation, expression, and engagement scores) to examine the changes in lesson planning following UDL professional training. The results showed a significant difference in teachers' lesson plans between conditions for each of the 4 dependent variables. The social change objective for this study was to improve the quality of teaching and learning in mixed-ability classrooms.

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Porter, Laurel M. « Assessing Teacher Preference for Training Modalities for Behavior Intervention Plans ». Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7890.

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Within public schools, teachers and instructors may require training to implement procedures listed in a behavior intervention plan (BIP) to support students with disabilities. It is crucial that teachers receive training that is both effective and efficient. Behavioral skills training (BST) and video modeling are two training modalities that are proven to be effective for a wide range of skills and learners. Written instructions, although they are not supported as an effective training method in the literature, can be used as task analysis for the steps that are needed to be performed for a procedure. At present, there is no standard for training teachers to implement BIP procedures and potentially effective training methods may be impacted by the amount of time training or the intensity of the training procedure. Therefore, the purpose of this study was to assess teacher preference for training modalities and to assess the feasibility of each modality in terms of training time and intensity. The participants in this study overwhelmingly selected self-assessments for both pre- and post-assessment evaluations as well as written instructions for their training modality.

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Wong, Kwun-wah, et 黃觀華. « An alternative training & ; practicing campus ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31984873.

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謝啓倫 et Kai-lun Alan Tse. « Aquatic leisure & ; training centre at Stanley ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31984848.

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邱基衛 et Kei-wai Yau. « Chinese Cuisine Training Institute ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31985567.

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Haarhoff, R., et S. D. Turner. « Developing sustainable (eco)tourism training and research plans for Ethiopian universities ». Interim : Interdisciplinary Journal, Vol 13, Issue 2 : Central University of Technology Free State Bloemfontein, 2013. http://hdl.handle.net/11462/299.

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Published Article
The economic value of tourism makes it an attractive sector for commerce. Ethiopia has experienced rapid changes during the last decade and can be regarded the leading economic stimulator of the Horn of Africa. The challenge is therefore not only to develop tourism in a sustainable way so that a growing population can be fed, but simultaneously to create better livelihoods for millions of people. The primary objective is to develop an overall education, training and multi-disciplinary research plan for Ethiopian universities with an integrated gender perspective in the field of (eco) tourism, taking into account the professional and/or educational needs of the labour market and the demand-driven research needs of relevant external stakeholders in Ethiopia. Specific plans for universities with regard to training courses, study programmes and demand-driven research programmes will be developed, while explicitly avoiding overlap and overprovision of the afore-mentioned courses and programmes at national level.

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Rasheed, Saba. « Prediction of post secondary plans for rural Appalachian youth / ». view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3024527.

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Thesis (Ph. D.)--University of Oregon, 2001.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 194-203). Also available for download via the World Wide Web; free to University of Oregon users. Address: wwwlib.umi.com/cr/uoregon/fullcit?p3024527.

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Printz, Regina Rosalie Gagliardo. « An indoor sports and training facility for Fairfax, Virginia ». Thesis, Virginia Polytechnic Institute and State University, 1992. http://hdl.handle.net/10919/53332.

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“The spaces were life occurs are places. A place is a space which has a distinct character. Since ancient times the genius loci, or “spirit of place”, has been recognized as the concrete reality man has to face and come to terms with in his daily life. Architecture means to visualize the genius loci, and the task of the architect is to create meaningful places, whereby he helps man to dwell.” “...a totally made up of concrete things having material substance, shape, texture and colour. Together these things determine an “environmental character”, which is the essence of place.” -C. Norberg-Schulz
Master of Architecture

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Evans, Gwynnen Stokes. « Programs on Paper : An Examination of Virginia's Service Delivery Area Job Training Partnership Act Title II-A Job Training Plans ». Thesis, Virginia Tech, 1997. http://hdl.handle.net/10919/36528.

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A key purpose of federal job training policy is to ensure that the workforce has the skills necessary to obtain and retain gainful employment. The purpose of this study was to describe and compare key elements of Virginia’s fourteen service delivery area (SDA) plans in order to determine how they would deliver programs to achieve the stated purpose of JTPA Title II-A, which targets disadvantaged adults. In addition, the plans were evaluated as to their potential to guide successful program implementation. The plans were reviewed to describe and analyze who is trained, how they are trained, and what objectives the plans establish. The plans were ranked as to their fulfillment of eight criteria drawn from JTPA studies on successful program strategies and from education program planning literature. Though the plans provided basic descriptions of SDA efforts to train disadvantaged adults, they did not reflect full use of successful strategies or education program planning techniques, especially in the areas of linking training to the local labor market and using overall evaluation. The SDAs did not use the plans to distinguish their local level activities, opting most often to meet minimal compliance with plan guidelines as to the information provided. The individual being trained is underrepresented in most of the plans. A few plans did meet many of the criteria and demonstrated how these strategies and planning tools can be reflected at this early stage of program implementation. The plan preparation guidelines themselves were found to be a factor in the limitations of the plans. Changes in policy requiring plans to better detail their programs could enhance their effectiveness as planning tools.
Master of Science

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Li, Ying-wai, et 李英偉. « New Marine Police Headquarters & ; Training School ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31983510.

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Gurdineer, Erin E. « The impact of demographics, resources, and training on the quality of school crisis plans ». Thesis, State University of New York at Albany, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3565074.

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As our nation has become more aware of severe, yet usually rare, crisis events in schools, the need for crisis planning is more evident. Although the severity of crises can differ greatly (e.g., school shooting versus physical assaults), crisis preparedness is an essential component of schools' responsibilities in order to effectively respond to a variety of situations. A total of 70 participants, from multiple states across the United States, completed an online questionnaire about demographic characteristics, resources for school crisis planning, and training on crisis topics. Participants also submitted a copy of their school's crisis plan to be evaluated using a recently developed checklist to assess the comprehensiveness of plans. The results indicated that school crisis plans were often lacking recommended components in the prevention, intervention, and postvention areas. Further analyses revealed that demographic variables did not significantly impact the variation in plan quality, and the total training score did not significantly predict plan quality. However, the regression analysis for the total resources score was significant in predicting plan quality. Another important finding of this research was that plans often included essential crisis procedures that were not included on the checklist used for evaluation. These results hold several implications for schools. First, schools should be revising and updating crisis plans on a regular basis. The lack of certain components based on the checklist should be taken into account when revising these plans. Schools may also want to invest in factors that will positively influence their crisis planning. The current study suggests that resources are a significant predictor of plan quality, and thus this should be an area where schools focus time and funding.

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Leung, Tonny, et 梁啟東. « Human space flight training centre : a cradle for preparation of future space exploration ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B31987163.

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Kong, Chiu-Kin. « Construction Training and Research Centre, Kowloon Bay ». Thesis, Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25946055.

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劉少偉 et Siu-wai Lau. « Vocational training centre for the deaf ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31983443.

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Chan, Sze-wang Frankie, et 陳仕宏. « Regional Airline Headquarters and Crew Training Centre at Chek LapKok ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31984423.

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Anhalt, Cynthia Oropesa. « An investigation of prospective elementary teachers' use of mathematical representation as exhibited in their lesson plans ». Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/298744.

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The purpose of this study was to investigate how the notion of representation occurs within the context of prospective teachers' thinking about planning for instruction in mathematics. This study was designed to seek out patterns within the types of mathematical representations that preservice teachers use in designing lesson plans. Major goals of this study were to uncover aspects of how prospective teachers' knowledge develops in the area of mathematics instruction, with respect to representation. Specifically, this study sought to (1) determine the types and frequency of mathematical representations used by prospective teachers when designing lesson plans regarding various topics in K--8 mathematics and (2) ascertain any changes that occurred over the course of a semester with respect to the uses of representations as revealed in prospective teachers' lesson plans. The study involved thirty-two elementary education majors enrolled in a 15-week field-based mathematics methods course at a large southwestern university. The findings were reported by representation type, namely, concrete , linguistic, symbolic, semi-concrete, and contextual. From the initial to the final interval, the overall percentages of the: (a) concrete manipulative representation increased; (b) linguistic representation increased; (c) symbolic representation decreased; (d) semi-concrete pictorial and the contextual representations both remained more or less the same. Overall, the linguistic representation was the most used representation; specifically, the informational and/or procedural subcategory of the linguistic representation was used the most, and in contrast, the discourse subcategory of the linguistic representation was used the least. Five cases were developed to illustrate the preservice teachers' thinking individually and as a group with respect to the uses of mathematical representations on given topics in individual lesson plans and group lesson plans. The process of moving from individual planning to group planning indicated some degree of malleability with respect to the uses of mathematical representations. Ten individual cases were analyzed with respect to the initial and final intervals. Seven of the 10 cases showed results in which the preservice teachers' preconceptions regarding the use of mathematical representations evolved. These findings are discussed relative to their implications for research, practice, and teacher education.

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Tabor, Lisa Kay. « Using geography to help teach history : dual-encoding history lesson plans ». Thesis, Kansas State University, 2011. http://hdl.handle.net/2097/7133.

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Master of Arts
Department of Geography
John A. Harrington Jr
Analysis of polling documents indicates how little most Americans know about the world. Geography education is the key to offsetting geographic illiteracy. Fortunately programs designed to improve K-12 geography education are growing in number and strength. How can we teach more and better geography within the school system? Given the dominant role of history in the K-12 social studies curriculum, use of the psychological theory of dual-encoding to integrate geography and history lesson planning is one approach to bring more geography into the classroom. As part of Kansas Geographic Alliance programmatic activity, Kansas history and geography standards, with emphasis on the tested standards, were assessed to identify candidate themes for development of dual-encoded educational units and associated lesson plans. Three workshops were delivered to share these dual-encoded units and lesson plans. The workshops were for education faculty, teachers getting in-service professional development, and for a group of pre-service teachers in a social studies methods class. Attendees at the workshops provided assessment and feedback of the material. Based on informal comments and written responses from the workshop attendees, it is concluded that dual-encoding will enable considerable progress in geography education. Not only will the knowledge provided demonstrate the impact and significance of geography to history teachers and their students, but dual-encoded lessons will advance teacher content and pedagogical knowledge, and most importantly students will learn both geography and history better.

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Strickland-Cohen, Monica, et Monica Strickland-Cohen. « An Examination of the Efficacy of Training School Personnel to Build Behavioral Interventions from Functional Behavioral Assessment Information ». Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12550.

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The current study evaluated the efficacy of a training series designed to teach typical school-based behavior support professionals to build behavioral interventions from functional behavioral assessment (FBA) information. The study was conducted in three stages. First, a descriptive assessment examined the extent to which typical school team leaders demonstrated knowledge of core behavior support plan (BSP) development features following a four-part training series on the development and implementation of function based supports. The second stage of the study assessed the extent to which participants who met criteria for BSP development during training were then able to lead a typical school team in building a BSP that was perceived by expert behavior analysts as "technically sound." In the final stage, a nonconcurrent multiple-baseline design was used to determine if there is a functional relationship between implementation of BSPs led by typical school-team leaders who received the training and improvement in the level of student problem behavior. Thirteen school professionals participated in four 1-hour "From Basic FBA to BSP" training sessions. A post test analysis of BSP knowledge indicated that the participants ended training with the knowledge needed to use FBA information to develop student BSPs. Six of the 13 professionals went on to lead school-based teams in the development of BSPs that were rated by outside experts as technically adequate. Direct observation data were collected on student behavior during the implementation of five of the six resulting BSPs, and decreases in problem behavior and increases in academic engagement were seen for all five student participants. Additionally, participating team leaders and classroom staff indicated that they found the procedures and tools used to be both acceptable and effective. These results document preliminary findings supporting the efficacy of a four-part training series used to teach typical school staff to use FBA data in designing student BSPs. Further implications for practice in schools and directions for future research are discussed.

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Pribble, Lois. « Early Childhood Preservice Teachers' Knowledge and Application of Social Emotional Assessment and Intervention Practices ». Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/13008.

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Social emotional competence is an essential developmental skill recognized as the most critical for school and later success. Rising rates in behavioral referrals and preschool expulsion have brought increased attention to the importance of helping children develop social-emotional skills in the early years. In early childhood education a central factor of social-emotional/behavioral intervention is the competence of teachers to address children's needs. In order for the social-emotional needs of children to be addressed in early childhood classrooms, adequate preservice teacher training and support are needed. The current studies focused on preservice teacher training and support regarding social emotional assessment and behavior intervention. Two studies were included in this research: (1) an early childhood preservice teacher survey and (2) Social Emotional Assessment Measure (SEAM) Preschool Teaching Guide development and behavior support plan pilot study. The first study focused on early childhood preservice teachers' current knowledge and practices regarding social-emotional development and behavior support. Participants included 228 preservice teachers from early childhood education (ECE) and early childhood special education (ECSE) teacher training programs in 15 different states. ANOVA results and answer percentages and means revealed trends in training, implementation, and preparedness by program type and degree level. The second study addressed how to support early childhood teachers in the creation of behavior support plans linked to assessment results. It took place in two phases: (1) development of a preschool teaching guide for the SEAM, and (2) a behavior support plan pilot study using the SEAM Preschool Teaching Guide. Participants included 25 preservice early childhood teachers from ECE and ECSE programs. Results from a two-way repeated-measures ANOVA indicated that the teaching guide intervention significantly improved the behavior support plan quality scores of preservice teachers. Results were further analyzed by program type and degree level.

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Thompson, Emily Kyle. « Preservice Teachers' Beliefs about Writing and Their Plans to Teach Writing : The Apprenticeship of Observation ». Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062868/.

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Preservice teachers (PSTs) bring a plethora of knowledge and experiences to their educator preparation courses. The PSTs have also formed ideas about how to teach based on their observations during the thousands of hours they spent as students in the classroom from kindergarten through high school graduation. This phenomenon, coined by Lortie, is called the apprenticeship of observation. Past research has focused on the apprenticeship of observation in general while neglecting to specifically explore how this phenomenon influences PSTs in regards to writing. Guiding this study were three research questions: (1) what are the PSTs' beliefs about writing instruction and themselves as writers, (2) how have PSTs' experiences as students affected their beliefs about themselves as writers, and (3) how do PSTs' experiences as students influence their plans to teach writing? After conducting a thematic analysis, there are four findings that stemmed from the data. First, PSTs come to their educator preparation programs with beliefs about themselves as writers. Particularly, the PSTs believe they are either writers or non-writers, Next, PSTs believe that writing instruction should be high-quality and foster student interest. Additionally, data suggested that PSTs' past experiences as students in a writing classroom influenced the PSTs' beliefs. Particularly, the PSTs' experiences around feedback and the control they had over writing were the most discussed. Lastly, past experiences stemming from the PSTs' apprenticeship of observation formed the basis for the plans the PSTs had about teaching writing. These findings have implications for both teacher educators and the PSTs they teach. It is imperative that teacher educators take steps to uncover the beliefs and past experiences of the PSTs as these serve as a lens through which the PSTs look through during their writing methods courses. Teacher educators must also use this information as a springboard for instruction. Finally, teacher educators must challenge the apprenticeship of observation to ensure that the plans PSTs have for teaching writing are not simply a conservative recreation of past experiences devoid of a theoretical basis.

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Deutsch, Alan Abraham. « Advanced training of nurses in oral health care and oral assessments to formulate and deliver comprehensive preventive oral care plans to improve oral health of residents with early dementia : A Feasibility study ». Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/15738.

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A10 week residential care feasibility study investigated whether ‘Lead advocate’ nurses after 12 hours of advanced oral health training could be trained to be primary oral health care assessors to create oral health care plans for early dementia residents. Trained nurses were able to complete multi-factor oral health risk assessments using Shortened Xerostomia Index (SXI-D), Oral Health Impact Profile (OHIP14), Oral Health Assessment Tool (OHAT) and a modified saliva test to formulate individualised Nurse Scheduled Comprehensive Oral Care Plans (NSCOCPs). NSCOCPs allowed nurses to schedule appropriate multi-component preventive interventions and products multiple times over 3 nursing shift throughout a 24 hour period. Nurses were responsible for implementing and monitoring care plans. Nurse assessments, saliva tests and oral care plans were validated against Oral Health Therapist (OHT) assessments and tests blind to each other’s results. A high correlation was found between nurse and OHT results. Compliance of NSCOCPs was very high with untrained nurses able to follow the many scheduled interventions despite initially not understanding the reason for each intervention. Using multi-component interventions integrated into an overall “nurse scheduled, comprehensive oral care plan” is a new approach that may be a more effective strategy than concentrating on individual risk factors or single preventive interventions. Similar approaches are found in other geriatric studies in which more than one risk factor is related to outcomes. The combination of all or some of the preventive interventions acting together may have an additive effect on positive outcomes. Low mouth pH was found to be an important risk factor. Periodic interventions to raise mouth pH using sodium bicarbonate toothpaste, chewing and oral moisturisers were important components of NSCOCP to change an unhealthy oral environment to a healthier state. This approach allows trained nurse to assess new residents soon after entry into a residential facility and periodically thereafter to implement oral care plans. NSCOCPs initiated and monitored by lead advocate nurses offer another dimension in the delivery of oral care where timely visits by dental professionals to examine residents and prescribe preventive interventions are infrequent or unlikely.

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Paulo, Walter de Oliveira. « Modelo metodológico de construção de indicadores de uso de TIC para gestão da produção de planos de ensino ». Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/81/81131/tde-08122016-154833/.

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Este trabalho é sobre um modelo metodológico desenvolvido para investigar um curso de Especialização em Ensino de Ciências (Física, Química e Biologia) para professores em serviço do Estado de São Paulo. O curso foi ofertado pelo governo paulista por meio programa REDEFOR junto à Faculdade de Educação da Universidade de São Paulo. Testamos o modelo construindo indicadores para uma amostra de 400 planos de ensino produzidos durante o curso por 246 professores. A partir da leitura e interpretação dos planos selecionados na amostra e de respostas dadas às enquetes aplicadas ao longo do curso, investigamos o uso das Tecnologias da Informação e Comunicação (TIC) na proposição de atividades de ensino. Para automatizar o processo, incorporamos ao modelo três programas computacionais: o NVIVO, o EXCEL e o SPSS que, combinados com técnicas de análises qualitativas e quantitativas o fortaleceram. Vários testes estatísticos puderam ser empregados nas análises realizadas com os indicadores construídos, dentre esses, o da regressão múltipla em que os indicadores das enquetes se comportaram como variáveis preditoras (independentes) do estudo e os indicadores dos planos de ensino como variáveis dependentes. Nas enquetes edificamos dois indicadores: Formação (indFOR) e Vida Diária e Trabalho (indVDT) ambos para antes e durante o curso. Confrontamos cada um desses indicadores com indicadores de uso de TIC dos planos de ensino: Quantidade (indQTIC) e Variedade (indVTIC). Na análise da regressão múltipla, os resultados mostraram que apenas os indicadores indVDT-antes e indVDT-durante apresentaram diferenças estatisticamente significativas em suas médias para a quantidade e para a variedade de uso de TIC. A associação dos dois indicadores de Vida Diária e Trabalho com cada indicador dos planos de ensino foi fraca em torno de 0,25, ou seja, aproximadamente 5% da variância da quantidade ou da variedade do uso de TIC poderiam ser explicadas pelo conjunto de indicadores. Aprofundamos a investigação de indTICenqVDTd via análise de Cluster para identificar os grupos estatisticamente significativos nessa variável em conjunto com os indicadores de uso de TIC de quantidade e variedade e com o indicador de notas oficiais das SD. Encontramos dois grupos, sendo que o primeiro (grupo 1) detinha os melhores resultados (em média) em todos os indicadores. Já o segundo grupo (grupo 2) apresentou os piores resultados (em média) de todos os indicadores incluídos na análise de Cluster. A combinação das respostas dadas a itens de enquetes com a quantidade e a variedade de uso de TIC encontrada nas SD e com o desempenho expressos pelas notas oficiais das SD, nos levaram a concluir que, quando o professor conhece as TIC e as utiliza durante seu ato de planejar, a qualidade do plano de ensino tende a melhorar e, isso poderá, como consequência, trazer melhorias para a qualidade de suas aulas. O modelo metodológico que desenvolvemos é versátil e o consideramos como a principal contribuição deste trabalho para a área da Educação. Por ele, outros recursos utilizados em aulas como: atividades experimentais, músicas, poesias, histórias em quadrinhos, receitas de culinária etc. poderiam ser mensurados e investigados.
This work is about a methodological model developed in order to investigate a course of specialization in science education (Physics, Chemistry and Biology) for in-service teachers of the State of São Paulo. The course was offered by the state government through the REDEFOR program in the Faculty of Education, University of São Paulo. We tested the model building indicators for a sample of 400 education plans produced during the course by 246 teachers. From the reading and interpretation of the plans selected in the sample and the answers to surveys applied throughout the course, we investigated the use of Information and Communication Technologies (ICT) in proposing educational activities. To automate the process, the model incorporated three computer programs: NVIVO, EXCEL and SPSS which strengthened it, by combining with techniques of qualitative and quantitative analysis. Several statistical tests could be used in analysis with built indicators, among these, the multiple regression in which the indicators behaved as predictor variables (independents) and the indicators of educational plans as dependent variables. With the surveys we build two indicators: Formation (indFOR) and Daily Life and Work (indVDT) for both before and during the course. We compared each of these indicators with ICT use indicators of educational plans: Quantity (indQTIC) and Variety (indVTIC). In the analysis of multiple regression, the results showed that only the indVDT-before indicators and the indVDT-during statistically had significant differences in their average for the amount and the variety of ICT use. The association of the two indicators of Daily Life and Work with each indicator of educational plans was weak around 0.25, ie about 5% of the variance in the amount or variety of ICT use could be explained by the set of indicators. We deepen the research indTICenqVDTd via Cluster analysis to identify statistically significant groups in this variable together with the amount of ICT use indicators and variety and the indicator of official notes of SD. We found two groups, the first (group 1) held the best results (on average) in all indicators. The second group (group 2) showed the worst results (on average) of all indicators included in the cluster analysis. The combination of responses to polls items with the quantity and variety of ICT use found in SD and performance expressed by the official notes of SD, led us to conclude that when the teacher knows ICT and use it for your act of planning, syllabus quality tends to improve, and this may, as a consequence, bring improvements to the quality of their classes. The methodological model we have developed is versatile, considered as the main contribution of this work to the area of Education. For it, other resources used in classes as experimental activities, songs, poetry, comics, cooking recipes etc. They could be measured and investigated.

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MARTINS, Paulo Fernando de Melo. « Carreira e formação de professores no Tocantins : da percepção dos licenciandos da UFT aos planos de carreira e remuneração do magistério público ». Universidade Federal de Goiás, 2011. http://repositorio.bc.ufg.br/tede/handle/tde/1120.

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This project is part of the teacher training research line in the post-graduation program of the education department at the Federal University of Goiás. It analyzes the career concepts and conceptions which guide the organization of the public teaching career in the State of Tocantins elementary education. It also examines the views of education graduates from the Federal University of Tocantins (UFT) regarding the limits and possible overlaps between initial training and expectations on teaching career and salary in the State and municipal networks in Palmas. Therefore, the research focused on three basic points: a) the organization of the public teaching career for elementary education in the State and municipal networks in Palmas; b) the characteristic of the teaching career in pedagogy projects within education degrees at UFT; c) the understanding and expectation of UFT education graduates regarding career and salary during the training process. For that purpose, the research was made through bibliographical and documentary sources, as well as field work using questionnaires to collect data amongst 118 interviewee who graduated in education degrees in 2009 in the Campuses of Araguaína (geography, History, Mathematics and Literature), Palmas (Pedagogy) and Porto National (Biology Science, Geography, History and Literature). The documents below stand out amongst those analyzed: The Career, Positions and Remuneration plan (PCCR) in the State and municipal public teaching and the laws that established it in the State of Tocantins, the Institutional Development Plan (PDI), The Institutional Pedagogy Plan (PPI) and Pedagogy Projects of education degrees (PPC) at UFT. The study investigated the organization of public teaching career in elementary education according to the theoretical perspective based on the principle which states that teachers are under a capitalistic logic. Under that perspective, the nature of work is based on the conditions established by relations of production, even though teachers all have the same identity when it comes to the teaching job. To set a good initial training based on a significant learning and on an efficient teaching training and valorization, we assumed that teaching degrees shouldn t separate the theoretical foundations of education and the knowledge regarding the training which focuses on other dimensions of the teaching job and more precisely on the professional ones (career, salaries, organizational aspects, work conditions, continuing education, etc). Therefore, the research highlighted the importance of the professional dimension of teaching, and especially the career organization in order to understand the policies set to valorize teaching. This is especially true in a moment when career issues get a lot of attention in political debates about quality improvements in the Brazilian education. The results of the research have shown that the teaching career as a theme is significantly present in the syllabus of the teaching degrees at UFT. However, the organization of the teaching career is not appearing as a relevant question in pedagogy projects of the degrees neither on institutional plans. Apart from that, the research revealed that because of the work conditions and salaries in the State of Tocantins, the teaching career is still attractive for education graduates who were interviewed even though the PCCR are made up as tools to achieve neo-liberal projects in the State of Tocantins.
A presente investigação, que integra a linha de pesquisa Formação e Profissionalização Docente do Programa de Pós-Graduação da Faculdade de Educação da Universidade Federal de Goiás, analisa os conceitos e concepções de carreira profissional que orientam a estruturação da carreira docente do magistério público na educação básica do Estado do Tocantins e a percepção dos licenciandos da Universidade Federal do Tocantins (UFT) em relação aos limites e possíveis imbricações entre a formação inicial e as expectativas sobre a carreira e a remuneração dos professores da rede estadual de ensino e da prefeitura de Palmas. Para tanto, a pesquisa buscou articular três dimensões básicas: a) a estruturação da carreira do magistério público da educação básica nas redes estadual e municipal de Palmas; b) a caracterização da carreira docente nos projetos pedagógicos dos cursos de licenciatura da UFT; c) a compreensão e as expectativas dos licenciandos da UFT a propósito da carreira e remuneração no seu processo de profissionalização. Nessa direção, recorreu-se à pesquisa em fontes bibliográficas e documentais, assim como à pesquisa de campo por meio da proposição de questionário para coletar dados junto aos 118 concluintes dos cursos de licenciatura, em 2009, nos campi de Araguaína (Geografia, História, Matemática e Letras), Palmas (Pedagogia) e Porto Nacional (Ciências Biológicas, Geografia, História e Letras). Dentre os documentos analisados destacam-se: os planos de carreira, cargos e remuneração (PCCR) do magistério público estadual e municipal e as leis que os instituíram no estado, o Plano de Desenvolvimento Institucional (PDI), o Plano Pedagógico Institucional (PPI) e os projetos pedagógicos dos cursos de licenciatura (PPC) da UFT. O estudo investigou a estruturação da carreira docente do magistério público da educação básica à luz da perspectiva teórica alicerçada no princípio de que os professores estão submetidos aos parâmetros da lógica capitalista, sendo a natureza do trabalho distinguida a partir das condições determinadas pelas relações de produção, ainda que todos possuam a mesma identidade em relação ao trabalho de ensinar. Para configurar uma formação inicial substantiva ancorada numa aprendizagem significativa e numa valorização e profissionalização docente efetiva, partimos do pressuposto de que os cursos de licenciatura não devem dissociar os fundamentos teóricos da educação e os conhecimentos relativos à formação pedagógica mais específica de outras dimensões do trabalho docente, mais precisamente da dimensão profissional (carreira, salários, aspectos organizacionais, condições materiais de trabalho, formação continuada etc). Portanto, a pesquisa buscou seus objetivos compreendendo que o estudo da dimensão profissional do trabalho docente, em especial, da estruturação da carreira, se reveste de grande importância no processo de compreensão das políticas de valorização do magistério, principalmente num momento em que cada vez mais a questão da carreira adquire centralidade nos debates políticos acerca da melhoria da qualidade da educação brasileira. Os resultados da pesquisa indicaram que a carreira docente enquanto tema encontra-se presente em parte significativa dos ementários das disciplinas dos cursos de licenciatura da UFT. Todavia, a estruturação da carreira docente não se apresenta como uma questão relevante nos projetos pedagógicos dos cursos e mesmo dos planos institucionais. Além disso, observou-se que, dada às condições de trabalho no Estado e os níveis de remuneração, a carreira docente ainda é um tanto atrativa para os licenciandos pesquisados, mesmo que os PCCR se constituam como ferramentas de consecução de projeto de inspiração neoliberal no Estado do Tocantins.

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Dias, Catarina Maria S. Carranca Nunes. « Diagnóstico de necessidades de formação dos recursos humanos do Centro de Dia da Boa-fé ». Master's thesis, Universidade de Évora, 2016. http://hdl.handle.net/10174/18424.

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Numa época em que se afirma que as pessoas são o ativo mais importante das organizações, a formação assume um papel crucial para o alcance de qualidade e por sua vez, de vantagem competitiva. Neste sentido, os gestores de recursos humanos têm um papel determinante na gestão, por isso, cabe aos responsáveis pelos recursos humanos definir um plano de formação apropriado às necessidades dos seus colaboradores por forma a incrementar a motivação e consequentemente alcançar um melhor desempenho organizacional. A formação inicial e continuada pode ser perspetivada como um dos principais mecanismos potenciadores do desenvolvimento de conhecimentos e competências, porém, qualquer processo formativo será tanto mais importante e eficiente quanto melhor for o diagnóstico das necessidades de formação dos recursos humanos da organização. É com estes fundamentos que se realizou este trabalho de projeto que tem como temática as necessidades de formação, com os objetivos de proceder a um diagnóstico de necessidades de formação de colaboradores de uma instituição e de sustentar a elaboração de propostas para um plano de formação capaz de colmatá-las. Para concretizar o trabalho recorreu-se a uma abordagem qualitativa, onde a informação recolhida através de entrevistas semiestruturadas, inquéritos por questionário e análise de documentos é tratada de forma essencialmente descritiva. Os principais resultados mostram que a maioria dos trabalhadores assume ter necessidade de alguma formação, nomeadamente em torno de «competências «profissionais» Abstract: Diagnosis of training needs of human resources Day Care of Good Faith At a time when it is said that people are the most important asset of organizations, training plays a crucial role in the quality range and in the competitive advantage. Therefore, the human resource managers have a key role in managing and it is up to those responsible for human resources define an appropriate training plan to the needs of its employees in order to increase motivation and thus achieve a better organizational performance. Initial and continuing education can be viewed as a key to the development of knowledge and skills, but any training process will be more important and efficient if there is a better diagnosis of the training needs of human resources of the organization. On this basis took place this project work which has as its theme the training needs. The objectives are: to carry out a diagnosis of employees training needs of an institution and support the development of proposals for a training program capable of addressing training needs. To develop the work, we used a qualitative approach, where the information collected through semi-structured interviews, questionnaire surveys and analysis of documents is treated essentially descriptively. Main results show that most workers need to take some training, particularly around professional skills.

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何偉廷 et Wai-ting Ho. « Diving Paradise-Scuba Diving Centre at Hoi Ha Wan ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31983881.

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Nasios, Konstantinos. « Improving chemical plant safety training using virtual reality ». Thesis, University of Nottingham, 2002. http://eprints.nottingham.ac.uk/10039/.

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The chemical engineering industry often requires people to work in hazardous environments and to operate complicated equipment which often limits the type of training that be carried out on site. The daily job of chemical plant operators is becoming more demanding due to the increasing plant complexity together with increasing requirements on plant safety, production capacity, product quality and cost effectiveness. The importance of designing systems and environments that are as safe as possible to educate and train personnel is vital for the chemical process industries. Virtual reality offers the potential to expose personnel to hazardous situations in a safe, highly visual and interactive manner. Virtual reality has been proposed as a technological breakthrough that holds the power to facilitate learning. The ability to visualise complex and dynamic systems involving personnel, equipment and layouts during any real operation is a potential advantage of such an approach. Virtual reality and multimedia training is commonly used in many industries, aiding understanding and memory retention and creating a more interactive learning experience. Four desktop virtual reality training environments were developed for this research which highlighted issues related to chemical process dynamic simulation and plant safety. The pump training system is a virtual reality environment, which was built using the SAFE-VR virtual engine, to train personnel to operate two centrifugal pumps. The virtual hazard spotting exercise focuses on improving the users' safety awareness of electrical and occupational hygiene hazards. The virtual boiler plant is a complicated and high detailed virtual training environment, which is characterised by its flexibility and by a real time dynamic simulation of the steam generation chemical process. The virtual flooding and gas absorption experiment was based on an undergraduate laboratory experiment for the Chemical Engineering degree course at the University of Nottingham, focusing primarily on training and safety issues of students using the equipment. The dynamic features of the virtual absorption column simulation give high level of realism in the virtual environment.

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Fernandes, Ana Adélia Marques. « O processo de formação na Allianz Portugal ». Master's thesis, Instituto Superior de Economia e Gestão, 2019. http://hdl.handle.net/10400.5/19309.

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Mestrado em Gestão de Recursos Humanos
O presente Trabalho Final de Mestrado (TFM) incide sobre o processo de Formação e Desenvolvimento na Companhia de Seguros Allianz Portugal, pertencente ao Grupo Allianz. Assim, este relatório procederá à descrição das atividades realizadas durante o estágio curricular que teve lugar na Direção de Pessoas ? Desenvolvimento e Dinamização (DP-DD). No que se refere à metodologia adotada, o relatório iniciar-se-á com uma revisão da literatura, seguida da descrição da Allianz Portugal e das atividades desenvolvidas ao longo do estágio. Para concluir, será efetuado uma análise comparativa entre as atividades realizadas e a revisão da literatura, por forma a possibilitar uma visão crítica das práticas organizacionais sobre a gestão da formação.
The current paper focuses on the Training and Development process at Allianz Portugal, an insurance company that belongs to the Allianz Group. Thus, the paper will describe the activities performed during the curricular internship at the People Directorate - Development and Dynamization (DP-DD). When it comes to the adopted methodology, the report will begin with a literature review followed by the description of Allianz Portugal and the activities developed during the internship. Finally, the paper will carry out a comparative analysis between the performed activities and the literature review in order to provide a critical view of the organizational practices on training management.
info:eu-repo/semantics/publishedVersion

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Lagos, Vallejos Cristian, et Bravo Patricio Javier Osses. « Executive training center ». Tesis, Universidad de Chile, 2016. http://repositorio.uchile.cl/handle/2250/144409.

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TESIS PARA OPTAR AL GRADO DE MAGÍSTER EN ADMINISTRACIÓN
Cristian Lagos Vallejos [Parte I], Patricio Javier Osses Bravo [Parte II]
Según datos oficiales del Servicio Nacional de Capacitación y Empleo (SENCE), la inversión anual en capacitación alcanza los USD $170 millones a nivel nacional, de los cuales USD $103 millones corresponden a la Región Metropolitana. Es una industria altamente competitiva y con bajos niveles de diferenciación entre sus oferentes. Por su parte son los Organismos Técnicos de Capacitación los encargados de impartir la capacitación, la oferta es variada y contiene desde cursos cortos, hasta diplomados y postítulos, quedando fuera la formación técnica y profesional que es propia de los Centros de Formación Técnica, Institutos Profesionales y Universidades. En los estudios realizados por los socios de la compañía, OTEC y relatores han reconocido la necesidad de fortalecer las competencias pedagógicas y en metodologías de enseñanza de los relatores. Estos últimos declaran que en el mercado existen cursos teóricos que entregan información valiosa, sin embargo se focalizan en la teoría y no permiten desarrollar las competencias requeridas para ejercer la relatoría, sobre todo en lo referido a las habilidades blandas. Es por ello que nace Executive Training Center “ETC”, un espacio en el cual el relator podrá desarrollar todas las habilidades requeridas para transformarse en el relator ETC. Todo esto a través de un programa de formación gradual, con un 50% de entrenamiento y un servicio personalizado con el apoyo de un Coach que estará retroalimentando a los alumnos para fortalecer su aprendizaje. La inversión inicial requerida asciende a $MM 150, de los cuales un 60% será financiado con aporte de los socios. El VAN del proyecto evaluado a 5 años supera $MM 100.

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Manrique, Quevedo Arley Antonio, et Julissa Martínez. « Training for quality services ». Tesis, Universidad de Chile, 2018. http://repositorio.uchile.cl/handle/2250/168226.

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TESIS PARA OPTAR AL GRADO DE MAGÍSTER EN ADMINISTRACIÓN
Manrique Quevedo, Arley Antonio, [Parte I], Martínez, Julissa, [Parte II]
plan de negocios denominado Training for Quality Services fue diseñado con el objetivo de crear un Centro de Capacitación y Certificación en Normas Técnicas Internacionales. Dicha entidad, pretende suplir la necesidad de educación complementaria que tienen las personas interesadas en mejorar los procesos y la gestión de calidad dentro de sus organizaciones. En Panamá, el crecimiento sostenido de 5.4% en el PIB 2017 contrasta con la falta de mano de obra técnica calificada; más aún, mostrando una carencia significativa de personal con conocimiento en Normas Técnicas Internacionales. Según información del Ministerio de Comercio e Industria de Panamá, en el 2006 solo existían un total de 92 empresas que habían logrado obtener la certificación ISO 9001, (MICI Panamá, 2006) lo cual representa una evidente oportunidad de implementación de buenas prácticas con estándares internacionales en las diferentes industrias del país. TQS se perfila como una de las instituciones de mayor recordación en Panamá, Centro América y el Caribe, gracias a la calidad de las capacitaciones y su alcance regional a través de la oferta virtual de sus entrenamientos. TQS innova al ser la primera institución 100% panameña que ofrece Capacitaciones de Normas Técnicas Internacionales online, en vivo y tutorías en tiempo real incluidas en la metodología b-learning. TQS estima ingresos a cinco años por un valor de B/.495.000.00, un aporte inicial de B/.63.240.00 (40% recursos propios y 60% inversionista), un VAN de B/. 144,810.58, una TIR de 42%, considerando una tasa de descuento de 14.42% a través de un escalamiento progresivo.

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Fialho, Joana Patrícia Rodrigues. « Formação profissional no Gabinae ». Master's thesis, Instituto Superior de Economia e Gestão, 2013. http://hdl.handle.net/10400.5/5959.

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Mestrado em Gestão de Recursos Humanos
A formação profissional assume, ao longo dos últimos anos, uma grande importância na vida de qualquer cidadão. Num mercado de trabalho cada vez mais exigente, em termos de qualificações e competências, em que os indivíduos têm de ser flexíveis e adaptáveis a várias tarefas e atividades, a formação profissional é, sem dúvida, uma mais-valia e um complemento a formação académica base. Sobretudo, no contexto atual, de crise, quando todos os dias ouvimos, tanto nos media, como os nossos próprios colegas e amigos, a palavra desemprego, é imperativo valorizarmos as nossas qualificações e competências. O presente relatório visa apresentar, descrever e refletir sobre as atividades e tarefas desenvolvidas no decorrer dos dois meses e meio de estágio curricular na Gabinae – Gabinete de Apoio ao Empresário, Lda. Este teve como objetivo acompanhar o departamento de Diagnóstico & Avaliação, bem como o desenvolvimento de competências, em contexto profissional.
Over recent years professional training has gained a great importance in the life of every citizen. In an increasingly demanding labour market in terms of qualifications and skills in which individuals need to be flexible and adaptable to multiple tasks and activities, professional training is definitely an asset and a complement to basic academic training. Especially now in the current context of this financial crisis, when every day we hear, both in the media and from the mouths of our own colleagues and friends, the word ‘unemployment’, it is imperative we give value to our qualifications and skills. This report aims to present, describe and reflect on the activities and tasks developed during two and a half months traineeship in Gabinae - Gabinete de Apoio ao Empresário, Lda. The objective was to accompany the department of Diagnosis & Evaluation, as well as to develop skills in a professional context.

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Santos, Alcielle dos. « A formação participativa como itinerário metodológico do coordenador pedagógico para implementação de inovações ». Pontifícia Universidade Católica de São Paulo, 2016. https://tede2.pucsp.br/handle/handle/10268.

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Teacher training appears as a fundamental task of the Pedagogical Coordinator (PC). However, the priority that will establish among the range of responsibilities absorbed such as its tasks and the organization of formative moments may be quite diverse. It is proposed, in this paper, identify the methodological itinerary of PC, as manager of the training process at school, in particular in relation to annual planning of teacher training. Thus, this research aims to defining how to consider the classroom practices in participatory construction of teacher training plan, in order to intervene in these same practices, implementing innovations. It also aims to examine to what extent the work of the group enables the professional development of the teacher. The construction of the school training plan was analyzed by observing how teachers participation spaces are created, in the PC agenda, as well as what are the interests and needs resulting from groups of each segment. The observation includes what types of knowledge are presented in the formative agenda. The research adopts the qualitative approach as the study of collaborative and participatory intervention. The subjects of the research are four coordinators of Elementary School and High School and 6 teachers of these segments at a private school in Santos, Sao Paulo. The processes of analysis of training plans, records made in pedagogical meetings and interviews, were conducted. As concepts and theoretical frameworks that supported this analysis, priority was: Beuret (participation), Dubar (identity and belonging), Freire (thematic research), Marcelo (teacher training), Placco and Placco & Souza (the role of the pedagogical coordinator and training of adult teacher), Tardif (teaching knowledge), among others. Data analysis in the light of theoretical references, runs through a concrete proposal for the teacher education planning process, coordinated by PC, to be a participatory event. As a result, it was observed there are different understandings about the concept of participation between coordinators and teachers of these segments - Elementary School and High School, and the applying of different strategies, when training proposals are set. It was observed that the methodological itinerary adopted by PCs allowed the training curriculum includes difficulties found by teachers in their classrooms and what changes and innovations started to be taken back to the same classrooms.Participatory methodology at management level enabled the implementation of an authoring cycle that also provided professional development for teachers and PCs, as trainers, as long as the participatory management training has brought an interactive environment, in a cycle that includes all subjects before the horizontalization of functions are maintained, but that arise in cooperation
A formação dos professores configura-se como tarefa fundamental do coordenador pedagógico (CP). No entanto, a prioridade que estabelecerá entre a gama de atribuições absorvidas como suas pertenças e a forma de organização dos momentos formativos poderão ser bastante diversas. Propõe-se, neste trabalho, identificar o itinerário metodológico do CP, como gestor do processo de formação na escola, em específico no que tange ao planejamento anual da formação dos professores. Assim, esta pesquisa busca definir como considerar as práticas de sala de aula na construção participativa do plano de formação docente, para que se intervenha nestas mesmas práticas, implementando-se inovações. Além disso, visa analisar em que medida o trabalho em grupo participativo possibilita o desenvolvimento profissional do professor. Foram analisados os processos de construção dos planos de formação da escola, observando como são criados os espaços de participação para os professores, na pauta de formação dos CPs, assim como quais são os interesses e necessidades que têm emanado dos grupos de cada segmento. Também foram observados quais tipos de conhecimentos têm sido contemplados como pauta formativa. A pesquisa adota a abordagem qualitativa como estudo de intervenção colaborativa e participante. Os sujeitos de pesquisa são os quatro coordenadores pedagógicos do Ensino Fundamental 1, 2 e Médio e seis professores desses segmentos, de escola particular do município de Santos SP. Realizou-se a análise dos planos de formação, dos registros feitos em reuniões pedagógicas e das entrevistas realizadas. Como conceitos e referenciais teóricos que subsidiaram essa análise, privilegiou-se: Beuret (participação), Dubar (identidade e pertença), Freire (investigação temática), Marcelo (formação de professores), Placco e Placco & Souza (o papel do coordenador pedagógico e formação do adulto professor), Tardif (saberes docentes), dentre outros. A análise dos dados, à luz dos referenciais teóricos, perpassa uma proposta concreta para que o processo de planejamento da formação docente, coordenado pelo CP, seja de fato participativo. Como resultados, observou-se que há entendimentos distintos do conceito de participação entre coordenadores e professores dos segmentos estudados Ensino Fundamental 1, 2 e Médio, e usos de diferentes estratégias, ao se definirem as propostas de formação. Observou-se que o itinerário metodológico adotado pelos CPs permitiu que o currículo da formação incluísse dificuldades encontradas pelos professores em suas salas de aula e que mudanças e inovações passassem a ser levadas de volta para as mesmas salas de aula. A metodolologia participativa em nível de gestão concertada possibilitou a implementação de um ciclo de autoria que também propiciou desenvolvimento profissional para os professores e CPs, como formadores, pois a gestão participativa da formação tem ensejado ambiente de interação, em um ciclo que inclui todos os sujeitos diante da horizontalização de funções que são mantidas, mas que se colocam em colaboração

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Hutson, David V. « A program for scheduling a Patrol Air Wing training plan ». Thesis, Monterey, California. Naval Postgraduate School, 1988. http://hdl.handle.net/10945/23365.

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Kershaw-Berry, Valerie. « A Staff Training Plan on Screening African Americans for Prediabetes ». ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7682.

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African American adults have higher risks of undiagnosed Type 2 diabetes, uncontrolled Type 2 diabetes, and complications from Type 2 diabetes than members of other racial groups. Health care providers in rural Tennessee lack staff training plans for prediabetes screening of older African American adults. In addition, few rural Tennessee health care providers have programs in place to train staff in prediabetes screening, screening instrument use, and interventions for Type 2 diabetes prevention. The focus of this DNP project was on developing an evidence-based staff training program designed to improve knowledge regarding prediabetes screening in older African American adults. Concepts informing the doctoral project were Knowles’ adult learning theory and the Joanna Briggs Institute’s levels of evidence model. This project involved development of a staff training plan for using the American Diabetes Association Risk Calculator to screen for prediabetes. Three stakeholders at a rural Tennessee health care facility (one physician and two nurse practitioners) reviewed the staff training plan and provided feedback on its appropriateness and efficacy. The stakeholders unanimously approved the training plan, finding it an appropriate means of teaching their staff to use the American Diabetes Association Risk Calculator in screening high-risk patients for prediabetes. Once implemented, this staff training plan should contribute to positive social change by improving health outcomes for older African American adults with diabetes in rural Tennessee.

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Billing, P. J. « Computer simulation of plant operation for use in process operator training ». Thesis, University of Bath, 1988. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.760584.

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Finch, Sheri A. « Training needs assessment for an operation in a juice processing plant ». Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001finchs.pdf.

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Nascimento, Telma AraÃjo do. « AnÃlise do Programa de CapacitaÃÃo e AperfeiÃoamento dos Servidores TÃcnico-Administrativos da UFC na Perspectiva dos TÃcnicos e Gestores ». Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=14146.

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nÃo hÃ
Desde a dÃcada de 1990 se verifica grande esforÃo da AdministraÃÃo PÃblica para profissionalizar e modernizar o setor pÃblico brasileiro, modificando sua atuaÃÃo perante a sociedade. A polÃtica de recursos humanos na Ãrea de treinamento Ã imprescindÃvel para redesenhar um novo perfil de servidor melhor, qualificando-o para o desempenho na prestaÃÃo de serviÃos Ã sociedade. Este trabalho teve como propÃsito analisar as percepÃÃes e repercussÃes da polÃtica de capacitaÃÃo e aperfeiÃoamento profissional dos servidores tÃcnico-administrativos da UFC nos campi de Fortaleza, apÃs nove anos de implantaÃÃo do Plano de Cargos e Carreira dos Servidores TÃcnico-Administrativos (PCCTAE), na perspectiva dos tÃcnicos e gestores da InstituiÃÃo. Para levar a efeito essa pretensÃo, foram traÃados os seguintes objetivos especÃficos: identificar o perfil dos servidores que participaram dos treinamentos, na perspectiva do levantamento das necessidades de treinamento (LNT) aplicado anualmente, e verificar se, na perspectiva do gestor e dos servidores tÃcnico-administrativos, os processos de capacitaÃÃo melhoraram as rotinas de trabalho e o desempenho profissional do corpo tÃcnico, retratando suas principais mudanÃas educacionais na Ãrea de capacitaÃÃo e aperfeiÃoamento. A metodologia norteadora deste estudo apoia-se na pesquisa exploratÃria, por meio de um estudo de caso, como forma de apreender e compreender as particularidades e complexidades da realidade. A abordagem quantiqualitativa permitiu traduzir, em nÃmeros opiniÃes e informaÃÃes, as percepÃÃes dos servidores e gestores classificando-as e analisando-as. A coleta de dados foi por meio de um questionÃrio, elaborado e aplicado mediante a ferramenta Google Drive. Para a tabulaÃÃo de dados, utilizou-se o programa Microsoft Excel. Alguns resultados mostram que o (PCCTAE) trouxe repercussÃes e avanÃos significativos quanto Ã capacitaÃÃo e ao aperfeiÃoamento profissional. Reconheceram formalmente a necessidade de o tÃcnico buscar o aperfeiÃoamento contÃnuo para o exercÃcio laboral. Os incentivos Ã capacitaÃÃo e Ã qualificaÃÃo na Ãrea de educaÃÃo formal em nÃvel de graduaÃÃo, especializaÃÃo, mestrado e doutorado, com incentivos financeiros, garantidos pela lei para todas as classes e nÃveis, foram relevantes para melhorar o desempenho. Resta incompleto ainda o cumprimento da lei no que respeita Ã elaboraÃÃo do Plano de Desenvolvimento Institucional da Carreira (PDIC) que trataria do dimensionamento das necessidades institucionais de pessoal, com definiÃÃo de modelos de alocaÃÃo de vagas que privilegie cada realidade da InstituiÃÃo, Programa de CapacitaÃÃo e AperfeiÃoamento e o Programa de AvaliaÃÃo de Desempenho. Evidenciou-se que embora a legislaÃÃo represente ganhos importantes no aperfeiÃoamento dos servidores tÃcnico-administrativos (STa), nÃo avanÃou muito em termos de carreira, pois permite ascensÃo no prÃprio cargo (mudanÃa do nÃvel de capacitaÃÃo), e nÃo a mudanÃa do nÃvel de classificaÃÃo do cargo (ascensÃo funcional). Uma repercussÃo negativa citada pelos tÃcnicos de nÃvel superior da classe E, refere-se Ã valorizaÃÃo salarial, a qual nÃo reconheceu todos os tÃtulos de qualificaÃÃo desses tÃcnicos na implantaÃÃo do plano. As anÃlises evidenciaram que o Programa de CapacitaÃÃo e AperfeiÃoamento Profissional da UFC atendeu Ãs expectativas pessoais e profissionais dos servidores tÃcnico-administrativos, tornando-os mais conhecedores da dinÃmica acadÃmica e administrativa da InstituiÃÃo e, consequentemente, se mostrando mais capacitados ou qualificados para o desempenho das atividades no trabalho.
From the 1990s there have been great efforts of the publica dministration to professionalize and modernize the Brazilian public sector by modifying its operations in society. The human resources policy in the area of training is essential to redesign a new public servantâs profile, and its goal is to qualify this public servantâs performance in providing services to society. This study aimed to analyze the perceptions and impacts of training policy and professional development of technical and administrative staff of the UFC on the campus of Fortaleza, after nine years of implementation of the Positions and Career Plan of Technical and Administrative Staff (PCCTAE is the acronym in Portuguese), in view of the technical and management staff of the institution. Toachieve this purpose there were outlined the following specific objectives: to identify the profile of the public servants who attended the trainings, in view of the survey of training needs applied annually, and observe whether - in the manager's and the technical and administrative staff perspectives - the training processes have improved work routines and job performance of staff, portraying its major educational changes in the area of training and improvement. The guiding methodology of this study is based on exploratory research through a case study as a way to learn and understand the particularities and complexities of reality. The public servantsâ opinions, perceptions and information were classified and analysed, which allowed a translation of them into numbers - a qualitative and quantitative approach. Data collection was by means of a questionnaire, which was applied using Google Drive tool. For entering data, it was used the Microsoft Excel program. Some results show that PCCTAE brought significant repercussions and advances in the training and professional development. It was formally recognized the public servantsâ need for a continuous training for his/herlabor improvement. Incentives for training and qualification in formal education area - at the undergraduate level, specialization, master's and doctorate, with financial incentives, guaranteed by law for all classes and levels - were relevant to improve performance. Although there is still the need of the law enforcement related to the preparation of the Career Institutional Development Plan (PDIC, the acronym in Portuguese). This plan would deal with the design of institutional personnel needs, defining spaces allocation models covering each reality of the institution, training program and improvement and performance assessment program. It was observed that although legislation represents significant gains in improving the technical public servants, there wasnât much progress in terms of career, because it allowed the rise in office itself (the training level change), and not the change of the position (job promotion) . A negative effect cited by public servants of the technical class E level refers to the wage recovery, which did not recognize all their qualifying titles during the implementation of the plan. The analyzes showed that the training program and professional development of the UFC has met the personal and professional expectations of the technical and administrative staff, making it possible to them to betterknow the academic and administrative dynamics of the institution, and therefore, making them more skilled or qualified for the performance of work activities.

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Mise, Murat. « A model-based optimization plan for the F-16 pilot training ». Thesis, Monterey, Calif. : Naval Postgraduate School, 2007. http://bosun.nps.edu/uhtbin/hyperion-image.exe/07Dec%5FMise.pdf.

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Thesis (M.B.A.)--Naval Postgraduate School, December 2007.
Thesis Advisor(s): Apte, Uday ; Apte, Aruna. "December 2007." Description based on title screen as viewed on January 23, 2008. Includes bibliographical references (p. 53-54). Also available in print.

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Choi, Kyujin J., et John D. Sowers. « A model-based optimization plan for the naval helicopter training program ». Monterey, California. Naval Postgraduate School, 2011. http://hdl.handle.net/10945/10766.

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MBA Professional Report
FY2010 presented unique challenges to the Defense and specifically in the the Navy, with the call to ensure that a 1% to 3% real growth is realized through a "tail to tooth" reappropriation of future funds for the continuation of innovations and combat operations. The naval aviation training program, under the management of the Chief of Naval Air Training (CNATRA), is on the tail end of this analogy, indirectly supporting combat operations through the training of student naval aviators (SNAs) from the Navy, Marine Corps, and Coast Guard services with training offered for limited number of students from the Air Force and foreign nations. The purpose of this project is to model the naval aviation helicopter pilot training program as a supply chain with the output of one stage of production providing the input of the next. Batch arrivals of selected naval aviators, pooling between stages, attritions, and squadron utilization rates combine to make this problem a complex model to quantify. The proposed model accounts for above mentioned factors and is validated through historical data and allows hypothetical student pooling scenarios to be tested and analyzed.

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Edes, Rebecca. « The development of a viable business plan| Health-Hardiness Training Institute ». Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1598636.

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With a fast paced hectic environment, extensive work loads and decisions to make that affect countless lives, health administrators often experience high levels of stress. High stress levels can lead to burn out, negative work environment, poor inter-office relationships, reduced productivity and probable mental and emotional unease which can result in dismissal or quitting.

As employers are becoming increasingly aware that their businesses depend on the quality, efficiency and happiness of their employees, considerable efforts have been put into aiding them in reducing their stress and improving their well-being. Health-Hardiness Training Institute aims to utilize an all-encompassing approach that combines cognitive, behavioral and biophysical processes and change management training. With the tools taught by the Health-Hardiness Training Institute, healthcare managers will be better equipped to turn stressful circumstances into opportunities to thrive in.

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Orgain, Marc, Marshall Chastain et Luke Patterson. « Manpower Costs of the Training Wing Five T-6B Transition Plan ». Thesis, Monterey, California. Naval Postgraduate School, 2008. http://hdl.handle.net/10945/7052.

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EMBA Project Report
EXECUTIVE SUMMARY: This project was undertaken at the request of the Deputy Commodore, Training Wing FIVE. In light of the coming transition from the T-34 to T-6 aircraft, the manpower cost from initial preparation through final execution remained uncertain. While most consultation projects involve an analysis and selection of a course of action, this unique project began with a course already determined and attempted only to determine the cost of that course. In order to determine this cost in terms of Instructor Pilots (IPs) lost from production during the transition, an interactive spreadsheet model was constructed and several pools of data were analyzed. A timeline for Instructor Pilot training was constructed based on the planned time to train, then a second timeline was constructed for the training of the Flight Instructor Training Unit (FITU) Instructor Pilots (FIPs) to ensure they would be prepared to qualify new Instructor Pilots in time for the arrival of the first T-6 Student Military Aviators (SMAs). Once this framework was constructed, numerous data values such as aircraft capacity and SMA-to-IP ratios were applied to ensure the answer was both accurate and comprehensive. The findings of this project reveal that, based on the currently planned T-6 training schedule for both SMAs and IPs, Training Wing FIVE will experience a deficit of T-34 Instructor Pilots commencing APR 2008 and concluding APR 2012, reaching a peak deficit of 36 Instructor Pilots at numerous points during that time period.

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Morrison, Larry. « Developing and conducting a training plan for potential Sunday school leaders ». Theological Research Exchange Network (TREN), 2003. http://www.tren.com.

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Byrd, Rebekah J., et Sonya Lorelle. « How to Plan and Implement a Successful Play Therapy Training Intensive ». Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/918.

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Play therapy is a growing area of interest and is a specific type of intervention that requires training and supervision to be implemented effectively. Play therapy continues to grow out of a need to provide effective, age appropriate, and multicultural interventions to children. In response to the heightened interest, universities are offering courses and supervision experience in play therapy. The goal of this program is to provide participants with specific ideas and materials for planning and implementing their own successful play therapy training intensive.

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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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Newell, Allan. « A plan for the future : the legacies of the British Commonwelath Air Training Plan in Canada's prairie provinces ». Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31779.

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The establishment of the British Commonwealth Air Training Plan (BCATP) saw the creation of more than one hundred air training schools across the country. In the West, the wide-open spaces facilitated many of these sites, and a sophisticated network of airfields sprang up across the prairies almost overnight. The substantial and enduring impact of the BCATP's airfields and schools in the Canadian West is curiously overlooked by historians, who (for the most part) often focus on the Plan's overall operation at the expense of its lasting influence. The construction of the BCATP sites prompted extensive modernisation of the existing infrastructure in many of the small communities selected for schools. Moreover, the vast sums of money poured into the region and the tens of thousands of Commonwealth airmen who came to train at the airfields had a significant and long-term cultural and economic impact on the region. Along with improved infrastructure, the BCATP brought a new cosmopolitanism and a strong regional affinity for the Air Force. More importantly, the Plan influenced the perceptions and perceived roles of women in the prairies and has had an enduring effect on the Canadian women's movement. In the postwar years, the demographics of the prairies shifted as thousands of BCATP alumni returned to take-up residence in the region they had trained in, while at the same time Canadian war brides departed to be with their new husbands abroad. Industry was transformed as well, as civil aviation took up the legacy of the BCATP and opened up the North while at the same time establishing air transport connections among the prairie provinces, the rest of the nation and the world--connections which contributed to the rapid urbanization, economic growth and cultural evolution of the region.
Arts, Faculty of
History, Department of
Graduate

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Williams-Robinson, Mckinnya Juanique. « A littoral combat ship manpower analysis using the fleet response training plan ». Thesis, Monterey, Calif. : Naval Postgraduate School, 2007. http://bosun.nps.edu/uhtbin/hyperion.exe/07Mar%5FWilliams%5FRobinson.pdf.

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Thesis (M.S. in Operations Research)--Naval Postgraduate School, March 2007.
Thesis Advisor(s): William D. Hatch. "March 2007." Includes bibliographical references (p. 187-188). Also available in print.

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Ekström, Ellen. « Using Shared Priorities to Support Training of Nuclear Power Plant Control Room Crews ». Thesis, Linköpings universitet, Institutionen för datavetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-120076.

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Swedish nuclear power plant control room crews have training sessions in full scope simulators every year. These sessions are designed to prepare operators to cope with incidents and accidents. The aim is to develop operators’ knowledge, skills and abilities necessary to operate the nuclear power plant in a safe manner. Training sessions is an opportunity to practice and develop the crews’ teamwork, decision processes and working strategies. The purpose of this study was to explore if and how the instrument Shared Priorities can support training of nuclear power plant control room crews. Shared Priorities is an instrument to measure teams’ shared awareness of a situation and has in earlier studies been used in military and student teams. During the simulator re-training period of control room crews, 14 crews used the instrument Shared Priorities in one or two of their training scenarios. The instrument consists of two steps. Firstly, crew members generate and prioritise a list of five items they think are most important for the crew to cope with in the scenarios current situation. They also rank another crew member’s list. Secondly, the crews and instructors perform a focus group discussion based on the generated lists. Results from questionnaires, focus group discussions and an interview with instructors showed that operators and instructors believe that Shared Priorities can support their training in several ways. Crews see meetings and other disseminations of information as an essential part of maintaining shared understanding of different situations. They believe the instrument may help crews reflect upon and develop their meeting procedures. Operators and instructors also believe that by using the instrument it can help crews to increase their understanding of having a shared situation understanding and shared vision. However the procedure when using Shared Priorities has to be modified in order to be able to support crews’ training in an optimal way.

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Gustavsson, Pär. « Resilience and Procedure Use in the Training of Nuclear Power Plant Operating Crews ». Thesis, Linköpings universitet, Institutionen för datavetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-70143.

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Control room operating crews are a crucial component in maintaining the safety of nuclear power plants. The primary support to operators during disturbances or emergencies are numerous emergency operating procedures. Further support is provided by reoccurring crew training in which the crews practice on handling anticipated disturbances in full-scale simulators. Due to the complexity of nuclear power plants and the small number of previous accidents to learn from, every possible accident scenario cannot be covered by the procedures and hence not trained on in the simulator. This raises the question of how operators can be prepared and able to cope with unexpected events by other means. This thesis investigates the possibilities of operating crews to act flexibly in situations where stable responses in the form of prescribed actions sequences from procedures cannot be applied. The study is based on the safety research paradigm of resilience engineering and the four cornerstones of resilience; learning, monitoring, anticipating, and responding (Hollnagel, 2011). The meaning and applicability of the resilience cornerstones were examined by interviewing a domain expert at the time employed by the OECD Halden Reactor Project. Subsequently, eight semi-structured interviews with operator training personnel at a Swedish nuclear power plant provided the main data of this study. This study shows that the resilience cornerstones were applicable to the work of nuclear power plant crews during emergency operations. In addition, the study provides findings regarding which artefacts (e.g. procedures) or crew characteristics (e.g. ways of communicating) support the cornerstone functions. The base thesis is that procedures always shall be used, but in situations where an operator perceives that no procedure is applicable, the crew have an opportunity to discuss the problem to come up with some other solution, i.e. act flexibly. Some trainers argued that the room for flexibility is there when needed, but it is not as certain how much flexibility and what kind of flexibility the operators are given. However, it does not seem like the flexibility, or lack of flexibility, given to operators is in itself the most problematic issue in the preparation of crews for unexpected events. Instead, this study identified several other problems of training and everyday work that could negatively affect crews’ capability to handle unexpected events. On the other hand, the trainers highlighted communication and teamwork to be important when the unexpected strikes and that much focus have been shifted towards such issues in training. Hence this can be claimed to be an important contribution given by the training today in successfully handling unforeseen events.

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O'Brien, Peter. « Plant Community Composition of Camp Grafton Training Center (South Unit) from 1998-2013 ». Master's thesis, North Dakota State University, 2014. http://hdl.handle.net/10365/24003.

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A vegetation monitoring study was conducted from 1998 to 2013 at Camp Grafton South (CGS) in Eddy County, North Dakota to assess how climatic, grazing, and military training disturbance affects plant community composition. The objectives of this study were to 1) describe the prairie vegetation at CGS across three topographic positions and 2) explore any shifts in plant community composition in correlation with time. Frequency data was collected at 45 randomly selected transects on lowland, midland, and upland grassland plant communities on native prairie. Plant communities were compared using non-metric multidimensional scaling (NMS) ordination. NMS ordination showed that the three plant communities were distinct from one another, and that the frequency of the invasive graminoids Kentucky bluegrass (Poa pratensis L.) and smooth brome (Bromus inermis Leyss.) increased. Increases in precipitation, temperature, and growing season days appear to be the primary influence on the changes in plant communities from 1998-2013.

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Barber, Harry C. « The Navy Human Resource Officer community : assessment and action plan / ». Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03sep%5FBarber.pdf.

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Thesis (M.S. in Management)--Naval Postgraduate School, September 2003.
Thesis advisor(s): William Hatch, Bernard Ulozas, Benjamin Roberts. Includes bibliographical references (p. 165-168). Also available online.

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Morrow, Gillian Margaret. « Teacher planning in the primary school : the person, the plan and the practice ». Thesis, University of Newcastle Upon Tyne, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341782.

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Thèses sur le sujet « Training plans »

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