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.

No description available.

Thesis (MEd (Staff Development))--University of South Australia, 1995

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1993. / Vita. Abstract. Includes bibliographical references (leaves 163-172). Also available via the Internet.

Thesis (Ed. D.)--Oregon State University, 2006. / Printout. Includes bibliographical references (leaves 259-264). Also available on the World Wide Web.

D.Ed. / A skills revolution was launched in the South African workplace by the Department of Labour in 1998. Various skills development legislation were introduced to meet international standards, redress skills imbalances, curb skills shortages and improve the general skills in the current workforce. Training providers were the drivers of workplace training, yet are now displaced by skills authorities, such as the SET As, the ETQAs and SAQA. While the custody of skills development is placed in the hands of employers and employees, training providers must become frontline soldiers in the skills battlefield. Rapid technological advancements, complex skills legislative requirements and ineffective internal management frameworks challenge workplace training providers. Training providers need to upgrade to OBE and NQF principles, provide and assess learnerships and skills programmes, and ensure that skills programmes allow employees to gain national qualifications and credits. Empirical research, undertaken in the midst of the skills battlefield, voices the opinions of managers, employees, training providers and skills authorities on the effectiveness and improvement of training providers to improve skills development. This research employed the multimethod approach using quantitative survey questionnaires and qualitative interviews to gather data on the management factors essential to providing training and improving workplace skills. Action field researchers, the skills legislative framework and current successful workplace management frameworks directed this socio-educational research. Empirical evidence reveals that training providers are challenged by workplace and skills legislation. The skills levy-grant system burdens workplace managers and training providers, yet creates incentives for annual skills grant recoveries. Training providers must provide job relevant training, continuous assessment and SAQA/NQF accreditation to be effective and improve skills development. The empirical research concludes that training providers must 'identify each training programme as a project and manage it well'. Basic management of workplace training entails managing skills development holistically, initiating and sustaining various skills projects and developing workplace skills plans in annual cycles. Implementation of skills projects include seeping, scheduling, cost, HR, quality and risk management. Research conclusions recommend an internal skills management framework for improving training providers to improve workplace skills development. The skills management framework integrates ten basic steps for SETA and SAQA compliance and nine operational elements of project management. The aim of this framework is to arm training providers, the skills soldiers, so that they can effectively revolutionise workplace skills development.

In recent years, organizations have invested increasing financial and labor-related resources on employee training. The assumption is that training will benefit the organization through improved performance which will result in greater efficiency, greater customer satisfaction and, ultimately, increased revenue and profits. Further, employees are assumed to benefit because their improved performance should lead to career advancement and increased compensation. However, measuring the effect of training on employee performance has been problematic due to the difficulty of isolating the effect of training from other human resource management practices and environmental and organizational influences. Hierarchical multiple regression analyses were used to test a model for predicting merit pay increase, job promotion and performance ratings from measures of general and finance training, as well as employee tenure, gender, educational level and organizational level. It was found that while significant contributions (i.e., betas) were made by finance and general training for performance ratings, promotion and merit pay increase, they did not increase the variance accounted for by tenure, organizational level and gender.

The purposes of this study were to (a) establish a profile of the current training practices of selected businesses and industries in Southwest Virginia; (b) identify the type of training methods these companies are choosing -- such as traditional classroom training or web-based training programs, and (c) identify how the training methods are selected. This profile established baseline data for current business and industry employee training programs. The population of this study included every business and industry that had participated in workforce development programs provided by community colleges located in the southwest region of Virginia in 2001 and 2002. The researcher developed an Internet-based survey instrument and solicited data from 205 organizations. Descriptive analyses were used to organize, summarize, and describe the data collected from all participants; specifically frequencies of responses to individual survey items were reported. Of the 205 organizations surveyed, 88 returned a questionnaire giving an overall response rate of 42.9%. The results showed that manufacturing was the most represented industry, most participants held a management position, and most worked in the human resources department. The majority of businesses expected some type of increase in their training programs within the next year. Nearly all indicated that they use classroom-based training programs, and a substantial number indicated using videotapes, self-study materials, computer software or CD-ROMS, and web-based training methods. Many of the participants said that they offer training for skill development in the areas of computer applications, technical skills and knowledge, communication skills, and safety procedures. Lastly, cost, flexibility, perceived value, and timeliness of the program were criteria rated as most influential in the decision to use a particular training method. / Ph. D.

No description available.

The aim of this study was to evaluate the in-service training program in the Sweetwater Public Schools, Sweetwater, Texas from 1945 to 1949; and to show that an in-service training program is a necessity in progressive schools.