The purpose of the study was to develop a standardized curriculum for pilot training which can be used in response to ever-increasing demand for the pilot-with baccalaureate. The demand is partly in response to the military's curtailment of training of pilots for other than their own needs. The demise of the G.I. Bill for flight training has increased demand for pilot training in higher education. / Precedent for standardization exists, expecially in the Civilian Pilot Training Program (CPTP) in World War II. The expense and complexity of pilot training today demand optimum use of resources. / The many curricular organizational models which exist indicate the necessity for organization. Development of a list of elements is but one step in the organizational model used. / The four groups represented within the panel were Air Carriers, the Air Force, the Navy and General Aviation. The differences exhibited as groups were generally attributable to differences in mission . The Delphi survey technique was used to elicit this information. / Programs reviewed were the U.S. Air Force, the U.S. Navy, Purdue University, the University of Illinois, the University of South Alabama and the Federal Aviation Administration. Of the 756 elements listed as being taught by any of the programs, 94.6% were considered Mandatory by a panel of twelve experts in aviation education. Not Recommended were 0.2% of the elements. / A standardized aviation pilot training program at the pre-specialization level which will satisfy the needs of all sectors of aviation is possible. Organizations which teach pilots do not teach significantly different elements through the pre-specialization level. / Source: Dissertation Abstracts International, Volume: 43-12, Section: A, page: 3830. / Thesis (Educat.D.)--The Florida State University, 1983.

Source: Dissertation Abstracts International, Volume: 31-09, Section: A, page: 4510. / Thesis (Ph.D.)--The Florida State University, 1970.

This exploratory study examined the relative impact of schooling on productivity of workers in Zaire industries before, during, and after training. Three major research questions involved identification of criterion measures, relationships among those measures, and associations with formal education and other variables. Five hundred fifty-six male workers trained by INPP and employed in low and middle occupational categories of selected industries were chosen as subjects. Questionnaires and structured interviews provided primary data, and multiple regression was the major statistical technique used for analysis. Findings indicated that worker productivity may be viewed as a tridimensional construct consisting of training performance, job performance, and job payment. The impact of schooling varied from one dimension to another and also within the same dimension when other factors were considered. In some occupations the amount of schooling had a positive effect on productivity; in others the effect was negligible or counterproductive. Findings also suggested that, given the dynamic nature of productivity and the number of factors affecting it, the conceptual framework and empirical analysis used in this study should be considered preliminary and tentative. The study concluded with a review of limitations, policy implications, and indications for further research. / Source: Dissertation Abstracts International, Volume: 41-09, Section: A, page: 3921. / Thesis (Ph.D.)--The Florida State University, 1980.

A 1982 study conducted by the New York Stock Exchange emphasized the growth in the use of quality circles by American manufacturing companies. Eighty-two percent of the managers from 49,000 American corporations felt that the use of participatory management practices such as quality circles is a promising new approach to increasing productivity and improved labor-management relations. / With such interest in quality circles from the private sector, vocational educators must ask themselves, what are the implications of quality circles for vocational programs? What can be done to prepare students to enter a workplace where teamwork and interpersonal skills are valued and required? / The purpose of this study was to determine the extent to which postsecondary machine shop instructors were aware of quality circles being used in local industry. The study also determined the extent to which quality circles practices were used in postsecondary machine shop programs in Florida. The research also interviewed key personnel from two large Florida industries and a prominent management consulting firm, to determine the extent to which these individuals felt American industry would continue to encourage the growth of participative approaches to management. / The entire population of 30 instructors was surveyed by using a questionnaire and personal interviews. All data were personally collected by the researcher. / Major findings of the study were: (1) Most machine shop instructors in postsecondary institutions in Florida are aware of the trend toward increased use of quality circles by industry. (2) Most instructors felt that interpersonal skills and teamwork were very important skills for students to obtain prior to employment. (3) In general, quality circle practices are not taught to to students in postsecondary machine shop programs. (4) Instruction in postsecondary machine shop programs, in every program visited by the researcher, used a project approach to instruction. The lack of production type activities was repeatedly cited by teachers as the reason for not incorporating quality circle practices into their teaching. (5) According to key personnel interviewed at two large Florida manufacturing firms and the president of a consulting firm, quality circles continue to be a very important concept in enhancing productivity. The growth trend continues in large corporations. / Source: Dissertation Abstracts International, Volume: 46-04, Section: A, page: 0913. / Thesis (Ph.D.)--The Florida State University, 1985.

Source: Dissertation Abstracts International, Volume: 40-02, Section: A, page: 0715. / Thesis (Ph.D.)--The Florida State University, 1978.

Source: Dissertation Abstracts International, Volume: 34-04, Section: A, page: 1670. / Thesis (Educat.D.)--The Florida State University, 1973.

Thesis (Educat.D.)--Fairleigh Dickinson University, 1985. / Source: Dissertation Abstracts International, Volume: 47-02, Section: A, page: 0447.

Augmented Reality (AR) is a powerful user interface paradigm which enhances a user's perception by incorporating computer-generated information into the real world. Mobile computing, typically realized by a wearable computer, allows users to access and manipulate information anytime, regardless of location. Computer supported collaborative work allows the computer to be used as a medium for human communication. The combination of these three technologies, called mobile collaborative augmented reality, promises exciting new applications. Training costs are a considerable part of development expenses in many industries, especially when the customers or employees need to learn to use devices that are expensive and costly to repair. The problem is compounded when the trainers are far from the would-be trainees. This thesis describes a prototype developed for collaborative industrial teletraining, based on mobile collaborative augmented reality. The prototype enables trainees to engage in a real environment and do a training exercise on task performance.

This study explores perceptual variation among stakeholder groups regarding their views of training results and evaluation in a complex organization. The case setting for the study was chosen in part based on its collective intellectual capital of knowledge workers. Rather than focus on the evaluation of a singular instructional intervention based on the perceptions of a singular stakeholder group, the current study considers the perceptions of three distinct stakeholder groups, namely training participants, training providers, and training sponsors, in terms of their perceptions relative to an entire program (consisting of multiple course interventions). A conceptual framework was developed to accommodate complex organizational contextual elements especially in terms of effectiveness, multiple-constituency group perceptions, knowledge work, and organizational learning. Multiple methods were used in three phases of research to analyze perceptual variation across the stakeholder groups. These methods included the use of concept mapping and pattern matching (phase 1), semistructured interviews (phase 2), and a survey instrument using quantitative techniques (phase 3). The integrated results of the study support that stakeholder group views of training evaluation do correspond with and depend on their perceptions of training results. While all groups perceived a similar set of training results as beneficial to the organization, each group emphasized different aspects of thew results in terms of training evaluation. These differences were found to correspond with the specific organizational role of each group. Implications of the findings are developed and discussed. Several recommendations to improve training evaluation theory and practice are presented with the main findings of the study.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.