Готові списки джерел за темами / Occupational training

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Добірка наукової літератури з теми "Occupational training"

Автор: Grafiati
Опубліковано: 4 червня 2021
Оновлено: 30 липня 2024

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Статті в журналах з теми "Occupational training"

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Baumeler, Carmen, Sonja Engelage, and Alexandra Strebel. "The Dilemmas of Flexibilisation of Vocational Education and Training: A Case Study of the Piano Makers." International Journal for Research in Vocational Education and Training 8, no. 1 (April 22, 2021): 115–35. http://dx.doi.org/10.13152/ijrvet.8.1.6.

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Context: Dual VET systems are often praised for their labour market proximity because of economic stakeholders’ involvement. However, when labour market requirements change rapidly, a lack of flexibility is attributed to them. This occurs in times of fast socio-technological change like the current digital transformation. A repeatedly proposed measure to increase system flexibility is to reduce the number of occupations and create broader occupational profiles, for example, by combining similar occupations into so-called occupational fields. However, little is known about actually establishing occupational fields.Approach: Against this backdrop, we address the following research question: How was an occupational field created? As Switzerland attempted to merge occupations over a decade ago, we selected an information-rich and illuminative case concerning the research question: The piano makers’ occupation as one of the first occupations required to merge into an occupational field called musical instrument makers together with organ builders and wind instrument makers. Based on a qualitative case study, we reconstruct the process of occupational field construction by combining expert interviews with comprehensive document analysis and present its narrative.Findings: Based on this case study, we contribute to the understanding of VET flexibilisation by detailing occupational field creation and identifying opportunities and challenges. Here, we pay special attention to the institutional work of the affected occupational association and identify the importance of preserving its collective occupational identity. Although regulatory changes disrupted the piano makers’ occupation, the occupational association reinstitutionalised it as part of the musical instrument makers’ occupational field. Over a decade later, the piano makers reintroduced their former occupational title, which is deeply connected to their occupational identity. Conclusion: The results indicate that VET reforms that promote flexibilisation by creating occupational fields encounter serious limitations in collectively governed dual VET systems. In the Swiss system, occupational associations are core collective actors that rely on their members’ voluntary work. To maintain these economic stakeholders’ necessary commitment to VET, their collective occupational identity, symbolized by their long-standing occupational title, needs to be preserved.
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Heinz, Walter R., Udo Kelle, Andreas Witzel, and Jens Zinn. "Vocational Training and Career Development in Germany: Results from a Longitudinal Study." International Journal of Behavioral Development 22, no. 1 (March 1998): 77–101. http://dx.doi.org/10.1080/016502598384522.

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The present paper presents empirical results from a German panel study which collected longitudinal data regarding the job entry of young adults in six of the top training occupations in the service and technical-industrial sectors. The data clearly demonstrate the influence of gender and social origin on the access to training in particular occupations. Furthermore, the existence of gender and occupation-specific patterns of career development is demonstrated. However, the apprenticeship system also provides mobility opportunities which depend on the specific training occupation. Moving along a certain occupational pathway results in an interplay between the structural opportunities and constraints of occupational contexts, on the one hand, and the young workers’ aspirations and orientations, on the other. These orientations and aspirations were investigated with qualitative methods which helped to identify different modes of biographical action orientations of young workers.
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Bayliss, C., A. Champion, E. Nwokedi, and R. Thanikasalam. "Doctors’ attitudes to patient occupation information in four hospital specialties." Occupational Medicine 70, no. 9 (November 28, 2020): 641–44. http://dx.doi.org/10.1093/occmed/kqaa187.

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Abstract Background Although we do not know how often doctors enquire about their patients’ work, evidence suggests that occupation is often not recorded in clinical notes. There is a lack of research into doctors’ views on the importance of patient occupation or their educational needs in this area. Aims To assess doctors’ attitudes to using patient occupation information for care-planning and to determine doctors’ need for specific training in occupational health. Methods We undertook a cross-sectional survey of doctors in cardiology, obstetrics and gynaecology, oncology and orthopaedics. Our questionnaire explored attitudes of the doctors to asking patients about their occupational status, their training and competency to do so, and their training needs in occupational health. Results The response rate was 42/46 (91%). Obstetrics and gynaecology 6/9 (67%) and oncology doctors 3/6 (50%) reported enquiring about the nature of patients’ occupations’ ‘most of the time’/‘always’ and that it rarely influenced clinical decisions. This contrasted with orthopaedic doctors 12/12 (100%) and cardiology doctors 14/15 (93%). Although 19/42 (45%) participants felt it was important to ask patients their occupation, only 10/42 (24%) ‘always’ asked patients about their work. The majority of participants 29/41 (71%) reported receiving no training in occupational health, but 37/42 (88%) considered that some training would be useful. Conclusions Training on the importance of occupation and its’ role as a clinical outcome in care-planning, might help doctors feel more competent in discussing the impact of health on work with patients.
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Aslam, Monazza, and Shenila Rawal. "Preparing Women of Substance? Education, Training, and Labor Market Outcomes for Women in Pakistan." LAHORE JOURNAL OF ECONOMICS 18, Special Edition (September 1, 2013): 93–128. http://dx.doi.org/10.35536/lje.2013.v18.isp.a5.

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This paper investigates the economic (i.e., labor market) outcomes of “training” for individuals in Pakistan. The labor market benefits of general education have been relatively well explored in the literature and specifically in Pakistan. They point to the benefits of education accruing both from education or skills that promote a person’s entry into more lucrative occupations and from raising earnings within any given occupation. This research delves into another angle by investigating the role, if any, of acquired “training“—technical, vocational, apprenticeship, or on-thejob— and its impact through both channels of effect on economic wellbeing. This is done using data from a unique, purpose-designed survey of more than 1,000 households in Pakistan, collected in 2007. Multinomial logit estimates of occupational attainment show how training determines occupational choice. In addition, we estimate the returns to schooling and to training separately for men and women. The results show that, while training significantly improves women’s chances of entering self-employment and wage work (as well as the more “lucrative” occupations), only wage-working women benefit from improved earnings through the training they have acquired. On the other hand, men who have acquired skills this way benefit through an improved probability of being self-employed and earning higher returns within that occupation.
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Schels, Brigitte, Corinna Kleinert, Melanie Fischer-Browne, and Lea Ahrens. "Compromises between Occupational Aspirations and VET Occupations—a Contribution to the Reproduction of Social Inequalities?" Zeitschrift für Soziologie 51, no. 2 (June 30, 2022): 154–73. http://dx.doi.org/10.1515/zfsoz-2022-0011.

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Abstract Many school leavers cannot fulfil their occupational aspirations when entering vocational education and training (VET), and have to make compromises. This study asks what form these compromises take by examining multiple extrinsic occupational dimensions, and investigates differences by social background. Data for VET entrants from lower and intermediate school tracks from the German National Educational Panel Study (NEPS-SC4) are combined with occupation-specific data. The cluster analysis reveals four distinct patterns of compromise: 1) upward moves and 2) downward moves in multiple extrinsic attributes, 3) concessions in firm size and wage, and 4) concessions in regular working hours and status. Multinomial logistic regressions indicate that compromise formation is hardly socially stratified in terms of parental education and occupational position. Compared to natives, VET entrants from second-generation migrant families are more likely to move upward into relative better training occupations than occupations originally aspired to.
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Torosyan, Karine, Sicheng Wang, Elizabeth A. Mack, Jenna A. Van Fossen, and Nathan Baker. "Assessing the impact of technological change on similar occupations: Implications for employment alternatives." PLOS ONE 18, no. 9 (September 18, 2023): e0291428. http://dx.doi.org/10.1371/journal.pone.0291428.

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Background The fast-changing labor market highlights the need for an in-depth understanding of occupational mobility impacted by technological change. However, we lack a multidimensional classification scheme that considers similarities of occupations comprehensively, which prevents us from predicting employment trends and mobility across occupations. This study fills the gap by examining employment trends based on similarities between occupations. Method We first demonstrated a new method that clusters 756 occupation titles based on knowledge, skills, abilities, education, experience, training, activities, values, and interests. We used the Principal Component Analysis to categorize occupations in the Standard Occupational Classification, which is grouped into a four-level hierarchy. Then, we paired the occupation clusters with the occupational employment projections provided by the U.S. Bureau of Labor Statistics. We analyzed how employment would change and what factors affect the employment changes within occupation groups. Particularly, we specified factors related to technological changes. Results The results reveal that technological change accounts for significant job losses in some clusters. This poses occupational mobility challenges for workers in these jobs at present. Job losses for nearly 60% of current employment will occur in low-skill, low-wage occupational groups. Meanwhile, many mid-skilled and highly skilled jobs are projected to grow in the next ten years. Conclusion Our results demonstrate the utility of our occupational classification scheme. Furthermore, it suggests a critical need for skills upgrading and workforce development for workers in declining jobs. Special attention should be paid to vulnerable workers, such as older individuals and minorities.
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Ribeiro Oliveira, Carla Celeste Silva. "Training in the Context of Occupational Nursing." Journal of Quality in Health Care & Economics 5, no. 4 (2022): 1–3. http://dx.doi.org/10.23880/jqhe-16000289.

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Introduction: In a textile company in Portugal, with approximately 750 workers, after risk analysis, noise was identified as one of the major problems present, and a low support was seen in the use of personal protective equipment (PPE). As such, this was a priority problem to be sorted out by the nursing group at work, through the training of its workers. Objective: Demonstrate the results obtained after the training of the workers of a textile company on the risks associated with noise. Methodology: Population intervention study, reported in the first half of 2019, in a sample of 288 workers. Results: In view of the strategies defined, we obtained a 70% increase in the number of workers who proved knowledge about the risks of noise and a 60% increase in the number of workers who started using PPE correctly. Conclusion: Training in the work context is fundamental in the prevention of occupational disease
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Shears, Arthur E. "Occupational Analysis and Training." Journal of European Industrial Training 9, no. 1 (January 1985): 23–27. http://dx.doi.org/10.1108/eb014209.

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Bowcock, Leslie. "Training in Occupational Medicine." Occupational Medicine 55, no. 2 (March 1, 2005): 155–56. http://dx.doi.org/10.1093/occmed/kqi033.

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ROSS, MARGARET, and JO BARKER. "Training Occupational Therapy Managers." Australian Occupational Therapy Journal 35, no. 3 (August 27, 2010): 123–29. http://dx.doi.org/10.1111/j.1440-1630.1988.tb01616.x.

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Дисертації з теми "Occupational training"

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

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

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

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

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

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

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The disproportionate number of police-involved shootings reflect the underlying conditions of traditionally conservative, racist policing. Recent updates and communication refinements to police training methodologies could improve training processes, which in turn, may improve societal perceptions of police in the United States. Law enforcement officers in the United States have become the focus of public policy outcry and generalized distrust, further complicating the dangers of contemporary policing. Concealed weapons and the close proximity of civilians policing the police with cellphone cameras complicate issues of officer safety. State and national incidents have resulted in police processes and behaviors being broadcast and violently challenged. In response to these challenges, Texas police academies and law enforcement training agencies are changing the way police learn to police. During the preparation of this study, the Texas Commission on Law Enforcement adopted a legislatively mandated update to the Basic Peace Officer Certification training. After a three-year revision process, in late 2019, the Texas Commission on Law Enforcement replaced the former 643-hour Basic Peace Officer Course with the newest Basic Peace Officer Course #1000696. Through its goals, definitions, and instructional guides, the Course #1000696 could potentially stimulate occupational identity, unify community policing culture, and foster community perception repair.
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Freed, Michael E. "Job Specific Training (JST)-keeping it simple." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001freedm.pdf.

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

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The experience of occupational stress has long been implicated in the development of negative outcomes for the individual employee and the employing organisation. General well-being as well as levels of job satisfaction and organisational commitment have been identified in the literature as decreasing as a result of the experience occupational stress. The intertwined relationship between occupational stress and emotion has also been proposed to play a role in the stress�outcomes relationship. Although emotions are an integral and inseparable part of everyday organisational life, they are difficult to measure and as such have generally been ignored in the organisational literature. Recent research has begun to focus on the role of emotions in the workplace and a development from this approach has been to conceptually examine the relationship between cognition and emotions. This movement has largely been attributed to new research around the construct of Emotional Intelligence (EI). Emotional Intelligence involves behaviours related to the experience of emotion; specifically EI involves expressing, recognising, understanding and managing emotions. Despite the interest in workplace EI, very little empirical research has examined the role EI may play in occupational stress. This thesis systematically examined the relationship between EI and the occupational stress process, including stressors, strains (health), and outcomes of stress (job satisfaction and organisational commitment). The first study of this thesis involved the administration of a questionnaire to 320 employees. The results of Study 1 indicate that four dimensions of EI were particularly important in the occupational stress process: Emotional Recognition and Expression, Understanding Emotions, Emotional Management and Emotional Control. It was concluded that utilising EI was related to the experience of occupational stress, and to the outcomes of occupational stress (both health and attitudes), such that employees who reported using EI were less likely to report feelings of stress, ill-health and lowered satisfaction and commitment. The results of Study 1 provided a rationale for the development of an EI training program, a program to teach employees how to utilise the dimensions of EI more effectively in the workplace and to teach them how to deal with the negative emotions that arise from the experience of occupational stress. The prevalence of occupational stress in the Australian workforce is increasing and as a consequence many stress management intervention programs have surfaced in the literature, although none with emphasis on utilising emotions more effectively. The aim of Study 2 in this thesis was to develop, implement and evaluate an EI training program which had an emphasis on stress management. Study 2 involved the development of a five-session group training program and a standardised training manual. The training program was evaluated in terms of the variables identified in Study 1 (EI, occupational stress, strains, and outcomes of stress). The sample consisted of 79 teachers (55 with complete data sets). Baseline measures were taken at two time intervals prior to participation in the EI training program. Participants were assessed immediately after participation in the program and at a five-week follow-up interval. The findings of Study 2 demonstrated the effectiveness of the EI training program in terms of improving levels of EI, decreasing feelings of stress and strain and improving the outcomes of stress. These changes were evident immediately after completion of the training program and were maintained (or improved upon) at the follow-up time period. However there were some limitations to Study 2. Specifically, the short duration of the training program, the short follow-up time interval (of only five weeks) and the use of secondary stress management prevention tools were each limitations of this training program. Further research is necessary to address these limitations and to more accurately determine the efficacy of the training program developed in this thesis. Despite the limitations of Study 2, the EI training program implemented and evaluated in this thesis illustrated that a training program focussed on the emotional experiences of employees is able to successfully engage employees and assist them in dealing with the experience of occupational stress and the consequences of stress. Furthermore, these results demonstrate that the EI training program was successful in improving the employee�s level of EI, providing support for the theory that EI can be learned and developed. Overall, the development and implementation of an EI training program, in this thesis, demonstrated that behaviours underpinning the dimensions of EI can be learned and that training programs focussed on the emotional experiences of employees in the workplace can be effective in improving employee well-being and in decreasing feelings of occupational stress. The results of this thesis therefore provide support for including EI training programs as part of stress management for employees.
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Harries, Priscilla Ann. "Occupational therapists' judgement of referral priorities : expertise and training." Thesis, Brunel University, 2004. http://bura.brunel.ac.uk/handle/2438/3110.

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The British government currently requires mental health services to be targeted at the most needy (Department of Health, 1999). For occupational therapy services, where service demand far exceeds service availability, skill in referral prioritisation is essential. The studies in this thesis describe how experienced occupational therapists’ referral prioritisation policies were used to successfully educate novices. 40 British occupational therapists’ referral prioritisation policies were modelled using judgement analysis. Individuals’ prioritisation decisions were regressed onto 90 referral scenarios to statistically model how referral information had been used. It was found that the reason for referral, history of violence and diagnosis were most important. The occupational therapists’ capacity for self-insight into their policies was also examined by comparing statistically modelled policies derived from their behaviour with their subjective view of their cue use. Self-insight was found to be moderate (mean r = 0.61). A Ward’s cluster analysis was used on the statistically modelled policies to identify if subgroups of therapists had differing referral prioritisation policies. Four clusters were found. They differed according to several factors including the percentage of role dedicated to specialist occupational therapy rather than generic work. The policies that led to more of an occupational therapy role were found to give particular importance to the reason for referral and the client’s diagnosis. The occupational therapy professional body supports this latter method of working as it has recommended that occupational therapists should use their specialist skills to ensure clients’ needs are met effectively. Therefore the policies that focussed on clients’ occupational functioning were used to train the novices. Thirty-seven students were asked to prioritise a set of referrals before and after being shown graphical and descriptive representations of the policies. Students gained statistically significant improvements in prioritisation. Students’ pre-training policies were found to be those of generic therapists; a method of working that has been found to be leading to reduced work satisfaction and burnout (Craik et al.1998b). The training is therefore needed to ensure undergraduate occupational therapy students develop effective referral prioritisation skills. This will help to ensure that clients’ needs are met most effectively and work stress is reduced.
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Caldwell, Jennifer E. "Self-assessments skills of occupational therapy students." Thesis, Robert Gordon University, 1997. http://hdl.handle.net/10059/610.

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

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Lassnigg, Lorenz. Ausbildungen und Berufe in Österreich: Die wesentlichen Ergebnisse und Schlussfolgerungen aus einer problemorientierten Analyse des Systems der beruflichen Erstausbildung : Kurzfassung. Wien: Bundesministerium für Arbeit und Soziales, 1989.

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Authorities, Association of London. Training for London: The ALA training strategy. London: Association of London Authorities, 1991.

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G, Picot W., Statistics Canada. Social and Economic Studies Division., and Statistics Canada. Analytical Studies Branch., eds. Unemployment and training. [Ottawa]: Social and Economic Studies Division, Statistics Canada, 1987., 1987.

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Michael, Colligan, ed. Occupational safety and health training. Philadelphia: Hanley & Belfus, 1994.

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Montana Job Training Coordinating Council. Job training partnership report. [Helena, MT]: Montana Job Training Coordinating Council, 1985.

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Library of Congress. Congressional Research Service, ed. Training for dislocated workers under the Job training partnership act. [Washington, D.C.]: Congressional Research Service, Library of Congress, 1989.

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South Africa. National Training Board., ed. Compendium of training. [Pretoria]: National Training Board, 1993.

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American Society for Training and Development., ed. Needs assessment: From Training & development and Technical & skills training. Alexandria, Va. (1640 King St., Box 1443, Alexandria 22313-2043): American Society for Training and Development, 1992.

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Maine. Dept. of Labor. Economic Analysis and Research. Selected occupational information for employment and training program design in program year 1993. Augusta, Me. (20 Union St., Augusta 04330-6826): The Dept., 1993.

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Lilian, Knight, Harris Stuart 1945-, Great Britain. Further Education Unit., and Professional, Industrial and Commercial Updating., eds. Training for small and medium companies. (London): (Further Education Unit), 1991.

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Частини книг з теми "Occupational training"

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Bollans, Ian, and David Preece. "Training." In Occupational Health & Safety Solutions, 262–84. London: Informa Law from Routledge, 2024. http://dx.doi.org/10.4324/9781003455745-5.

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Birdi, Kamal, and Tracey Reid. "Training." In Work and Occupational Psychology: Integrating Theory and Practice, 343–90. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2013. http://dx.doi.org/10.4135/9781529681444.n10.

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Krauss, Autumn, Tristan Casey, and Peter Y. Chen. "Making Safety Training Stick." In Contemporary Occupational Health Psychology, 181–97. Chichester, UK: John Wiley & Sons, Ltd, 2014. http://dx.doi.org/10.1002/9781118713860.ch12.

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Fauquet-Alekhine, Philippe, Marion Buchet, Julien Bleuze, and Charlotte Lenoir. "Occupational Training, Competencies, and Stress." In The Palgrave Handbook of Occupational Stress, 269–98. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-27349-0_15.

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Moore, Kristin A., Margaret C. Simms, and Charles L. Betsey. "Occupational Plans, Job Training and Fertility." In Choice and Circumstance, 87–101. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429336454-6.

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Gibertoni, Carolina de Sena. "Training Experiences to Develop Psychoanalytic Thinking." In Psychoanalytic Thinking in Occupational Therapy, 202–21. West Sussex, UK: John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118782927.ch12.

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Isaac, Debbie. "Living skills and training." In Community Occupational Therapy with Mentally Handicapped Adults, 55–90. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-3344-7_4.

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Saar, Ellu, Eve-Liis Roosmaa, and Liisa Martma. "Participation of Vulnerable Young Labour Market Groups in Job-Related Training: The Effect of Macro-structural and Institutional Characteristics." In Lifelong Learning, Young Adults and the Challenges of Disadvantage in Europe, 115–42. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-14109-6_5.

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AbstractThis chapter focuses on why two groups of disadvantaged young adults (the low-educated and those working in low- or medium-skilled occupations) participate—or do not—in job-related non-formal education and training. It suggests that, across occupational groups, job content is the core mechanism preventing young adults from participating. It also shows that institutional context is important: when unemployment rates are high, inequality in participation between occupational groups increases. During the post-2008 recession, investment in active labour market policies and similar measures reduced the ‘training gap’ between high-skilled and low-/medium-skilled occupations. When labour market conditions are more favourable, strong employment protection legislation appears to reduce inequalities in job-related non-formal education; during the economic crisis, however, it seems to have increased them.
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Fleming, Jennifer M., and Julia Schmidt. "Metacognitive Occupation-Based Training in Traumatic Brain Injury." In International Handbook of Occupational Therapy Interventions, 463–74. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-08141-0_30.

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Fleming, Jennifer. "Metacognitive Occupation-Based Training in Traumatic Brain Injury." In International Handbook of Occupational Therapy Interventions, 225–31. New York, NY: Springer New York, 2009. http://dx.doi.org/10.1007/978-0-387-75424-6_20.

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Тези доповідей конференцій з теми "Occupational training"

1

Chen, Xi, Chuan Qin, Zhigaoyuan Wang, Yihang Cheng, Chao Wang, Hengshu Zhu, and Hui Xiong. "Pre-DyGAE: Pre-training Enhanced Dynamic Graph Autoencoder for Occupational Skill Demand Forecasting." In Thirty-Third International Joint Conference on Artificial Intelligence {IJCAI-24}. California: International Joint Conferences on Artificial Intelligence Organization, 2024. http://dx.doi.org/10.24963/ijcai.2024/222.

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Occupational skill demand (OSD) forecasting seeks to predict dynamic skill demand specific to occupations, beneficial for employees and employers to grasp occupational nature and maintain a competitive edge in the rapidly evolving labor market. Although recent research has proposed data-driven techniques for forecasting skill demand, the focus has remained predominantly on overall trends rather than occupational granularity. In this paper, we propose a novel Pre-training Enhanced Dynamic Graph Autoencoder (Pre-DyGAE), forecasting skill demand from an occupational perspective. Specifically, we aggregate job descriptions (JDs) by occupation and segment them into several timestamps. Subsequently, in the initial timestamps, we pre-train a graph autoencoder (GAE), consisting of a semantically-aware cross-attention enhanced uncertainty-aware encoder and decoders for link prediction and edge regression to achieve graph reconstruction. In particular, we utilize contrastive learning on skill cooccurrence clusters to solve the data sparsity and a unified Tweedie and ranking loss for predicting the imbalanced distribution. Afterward, we incorporate an adaptive temporal encoding unit and a temporal shift module into GAE to achieve a dynamic GAE (DyGAE). Furthermore, we fine-tune the DyGAE with a two-stage optimization strategy and infer future representations. Extensive experiments on four real-world datasets validate the effectiveness of Pre-DyGAE compared with state-of-the-art baselines.
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2

Alekseeva, Ludmila. "INFORMAL ENVIRONMENT IN OCCUPATIONAL ENGLISH TRAINING." In 15th International Multidisciplinary Scientific GeoConference SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgem2015/b53/s22.119.

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3

Stephens, Rian, Anshul Awasthi, Katie Crowley, Fiona Boyle, and Joseph Walsh. "VIRTUAL REALITY OCCUPATIONAL SAFETY TRAINING: A REVIEW." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1391.

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4

Baltrukova, T. B., L. A. Sokolova, and O. I. Ivanova. "PROBLEMS OF TRAINING SPECIALISTS IN OCCUPATIONAL HYGIENE." In The 17th «OCCUPATION and HEALTH» Russian National Congress with International Participation (OHRNC-2023). FSBSI «IRIOH», 2023. http://dx.doi.org/10.31089/978-5-6042929-1-4-2023-1-56-60.

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This article summarizes the experience of teaching occupational hygiene at the Northwestern State Medical University. Discussed various vectors of training specialists, methods used in the educational process, problems in training and ways to solve them.
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Stengård, Jari H., and Eva Helaskoski. "355 Nationwide occupational medicine training program in the finnish institute of occupational health." In 32nd Triennial Congress of the International Commission on Occupational Health (ICOH), Dublin, Ireland, 29th April to 4th May 2018. BMJ Publishing Group Ltd, 2018. http://dx.doi.org/10.1136/oemed-2018-icohabstracts.285.

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6

Lomakina, Tatyana Yu. "Occupational Flexibility In Core Of Teachers Professional Training." In Dialogue of Cultures - Culture of Dialogue: from Conflicting to Understanding. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.03.35.

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7

Barliana, M. Syaom, Ilhamdaniah Ilhamdaniah, and Dadang Kurnia. "Occupational Competence Needs Analysis in Furniture Making Industry." In 3rd UPI International Conference on Technical and Vocational Education and Training. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ictvet-14.2015.30.

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8

Zabko, Oksana. "The analysis of support mechanisms for occupational mobility in the Latvian adult education system." In 24th International Scientific Conference. “Economic Science for Rural Development 2023”. Latvia University of Life Sciences and Technologies. Faculty of Economics and Social Development, 2023. http://dx.doi.org/10.22616/esrd.2023.57.050.

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With increasing occupational mobility in the Western societies, where, among other drivers, economic cycles and digital transformation brought changes in labour demand, adults’ access to the education system is becoming increasingly important issue. This refers both for upgrading skills and for retraining with a view to occupational change if the labour market demand for the initial occupation has declined significantly. The aim of this article is to analyse the institutional framework of the Latvian adult education and related institutions to assess what opportunities and what obstacles it creates for individuals to undergo the necessary training to enter a new occupation. Theoretically, the article is based on institutionalism theory, which explains the impact of institutions on the economic behaviour of agents, and middle-range theories on the impact of the structure of the education and labour market institutions on occupational mobility prospects. The analysis is based on a systematic examination of the legal acts and their amendments introduced in Latvia since 2009. The data suggest that Latvian institutional environment is generally favourable for occupational change, but specially targeted public policy support is aimed at the upgrading and retraining of medium- and low-skilled workforce, leaving the occupational transition of high-skilled workforce largely to their own discretion.
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9

Boyarov, Evgeniy N. "Study Of The Effectiveness Of Training Occupational Safety Workers." In PCSF 2019 - 9th PCSF Professional Сulture of the Specialist of the Future. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.12.14.

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Tureková, Ivana. "IMPROVEMENT OF TRAINING IN OCCUPATIONAL SAFETY IN DUAL EDUCATION." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1420.

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Звіти організацій з теми "Occupational training"

1

Robles, Miguel, Hugo R. Ñopo, and Jaime Saavedra-Chanduví. Occupational Training to Reduce Gender Segregation: The Impacts of ProJoven. Inter-American Development Bank, October 2007. http://dx.doi.org/10.18235/0011273.

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This paper discusses program evaluation for ProJoven, the Peruvian youth labor training program. Complementing detailed fieldwork, the econometric work implements a two-stage matching procedure on propensity scores, gender and labor income. This allows identification of differentiated program impacts on males and females and attacks the problem of Ashenfelter's Dips. The evaluation shows substantial differences in ProJoven's impact for males and females. Eighteen months after participation in the program, employment rates for females improve by about 15 percent (while employment for males reduces by 11 percent), gender occupational segregation reduces by 30 percent, and females' labor income improves by 93 percent (while males' earnings increase by 11 percent). Nonetheless, gender equality promotion represents only 1.5 percent of ProJoven's budget. These results suggest that labor-training programs that promote equal gender participation have disproportionately positive effects on outcomes for women trainees in a labor market with substantial gender differences.
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Udotova, O. A., and G. S. Drapkina. Interactive training manual «Occupational health and safety in the service». Ailamazyan Program Systems Institute of Russian Academy of Sciences, June 2024. http://dx.doi.org/10.12731/ofernio.2024.25335.

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3

Adamopoulos, Ioannis, and Niki Syrou. Occupational Hazards Associated with Quality and Training Needs in Public Health Inspectors in Greece. Peeref, October 2022. http://dx.doi.org/10.54985/peeref.2210p9351694.

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4

Sharp, Marilyn A. Physical Fitness, Physical Training and Occupational Performance of Men and Women in the U.S. Army: A Review of Literature. Fort Belvoir, VA: Defense Technical Information Center, June 1993. http://dx.doi.org/10.21236/ada266297.

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5

Fabio Morales, Leonardo, Eleonora Dávalos, and Raquel Zapata. Estimating Vacancy Stocks from Aggregated Data on Hires: A Methodology to Study Frictions in the Labor Market. Banco de la República de Colombia, April 2023. http://dx.doi.org/10.32468/be.1228.

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We develop a methodology that recovers an estimate of the average stock of vacancies using the information on aggregated hires. We show that our prediction of the vacancy stock is unbiased, and it captures well the level and the dynamics of the United States job opening positions reported in the Job Openings and Labor Turnover Survey. We use the methodology to predict vacancies in Colombia for formal and informal salaried workers; together with unemployment, we estimate Beveridge curves and matching functions by occupations, which allows us to study the nature of the efficiency, frictions, and mismatches for different occupations. We find that the formal labor market of technicians is the most inefficient of them all; this inefficiency comes from the mismatch between the abilities of the workers and the requirement of the vacancies. Reducing friction in this occupation will require education and job-oriented training policies. In contrast, the frictions in the market for unskilled workers come from informational lacks. The reductions of friction, in this case, will come from better intermediation and active search policies.
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Uzzell, David R. Air-to-Air Force's Doctrine and Training for an Air Occupation. Fort Belvoir, VA: Defense Technical Information Center, March 1997. http://dx.doi.org/10.21236/ada388266.

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Gehlhaus, Diana, Luke Koslosky, Kayla Goode, and Claire Perkins. U.S. AI Workforce: Policy Recommendations. Center for Security and Emerging Technology, October 2021. http://dx.doi.org/10.51593/20200087.

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This policy brief addresses the need for a clearly defined artificial intelligence education and workforce policy by providing recommendations designed to grow, sustain, and diversify the U.S. AI workforce. The authors employ a comprehensive definition of the AI workforce—technical and nontechnical occupations—and provide data-driven policy goals. Their recommendations are designed to leverage opportunities within the U.S. education and training system while mitigating its challenges, and prioritize equity in access and opportunity to AI education and AI careers.
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Reeb, Tyler D., and Stacey Park. Trade and Transportation Talent Pipeline Blueprints: Building UniversityIndustry Talent Pipelines in Colleges of Continuing and Professional Education. Mineta Transportation Institute, February 2023. http://dx.doi.org/10.31979/mti.2023.2144.

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The rapid adoption of transformational technologies along with other economic and cultural shifts, have created a gap between workers and the skills and knowledge necessary for in-demand occupations. Trade and Transportation Talent Pipeline Blueprints: Building University-Industry Talent Pipelines in Colleges of Continuing and Professional Education identifies the steps required to build talent pipelines that target in-demand trade and transportation occupations requiring specific degrees, certificates, and non-credit professional development. This report provides a literature review and labor market data analysis. It also includes documentation of methodology in planning a pilot program for Colleges of Professional and Continuing Education housed within each of the 23 California State University campuses. The recommendations guide the colleges to develop talent pipelines to empower trade and transportation employers to play a more central role in addressing skills gaps and other critical workforce development needs in working partnerships with postsecondary education and training providers. The report concludes with a recommended university-industry Intelligent Transportation Systems (ITS) Talent Pipeline pilot program.
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O’Brien, Tom, Deanna Matsumoto, Diana Sanchez, Caitlin Mace, Elizabeth Warren, Eleni Hala, and Tyler Reeb. Southern California Regional Workforce Development Needs Assessment for the Transportation and Supply Chain Industry Sectors. Mineta Transportation Institute, October 2020. http://dx.doi.org/10.31979/mti.2020.1921.

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COVID-19 brought the public’s attention to the critical value of transportation and supply chain workers as lifelines to access food and other supplies. This report examines essential job skills required of the middle-skill workforce (workers with more than a high school degree, but less than a four-year college degree). Many of these middle-skill transportation and supply chain jobs are what the Federal Reserve Bank defines as “opportunity occupations” -- jobs that pay above median wages and can be accessible to those without a four-year college degree. This report lays out the complex landscape of selected technological disruptions of the supply chain to understand the new workforce needs of these middle-skill workers, followed by competencies identified by industry. With workplace social distancing policies, logistics organizations now rely heavily on data management and analysis for their operations. All rungs of employees, including warehouse workers and truck drivers, require digital skills to use mobile devices, sensors, and dashboards, among other applications. Workforce training requires a focus on data, problem solving, connectivity, and collaboration. Industry partners identified key workforce competencies required in digital literacy, data management, front/back office jobs, and in operations and maintenance. Education and training providers identified strategies to effectively develop workforce development programs. This report concludes with an exploration of the role of Institutes of Higher Education in delivering effective workforce education and training programs that reimagine how to frame programs to be customizable, easily accessible, and relevant.
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Nahorniak, Maya. Occupation of profession: Methodology of laboratory classes from practically-oriented courses under distance learning (on an example of discipline «Radioproduction»). Ivan Franko National University of Lviv, February 2022. http://dx.doi.org/10.30970/vjo.2022.51.11412.

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The article deals with the peculiarities of the use of verbal, visual and practical methods in the distance learning of professional practically-oriented discipline «Radioproduction», are offered new techniques for the use of these methods during the presentation of theoretical material and the creation of a media product (audiovisual content), due to the acquisition of a specialty in conditions online. It is proved that in distance learning, this discipline is inadmissible to absolutize the significance of verbal methods (narrative, explanation, conversation, discussion, lecture) and that all varieties of verbal methods require the intensification of an interactive factor. Based on its own experience, it has been demonstrated, as with the help of various educational platforms, the most appropriate use of visual learning methods. Particular attention is paid to the fact that practical teaching methods based on professional activities of students acquire priority in their professional training. It has been established that only when parity application of new receptions of verbal, visual and practical methods of online learning may have a proper pedagogical effect and will ensure the qualitative acquisition of the specialty. Training methods – verbal, visual, practical – are intended to provide all levels of assimilation of knowledge and skills to promote the full master of the radiojournalist specialist.
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