Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 1999. / Includes bibliographical references.

Thesis (M.A.)--Regis University, Denver, Colo., 2007. / Title from PDF title page (viewed on Jan. 22, 2007). "Adult Learning Theory and Design"--T.p. Includes bibliographical references.

D.Cur. / Supervision is not a new concept in psychiatric nursing. It has a long history in clinical practice to bridge the gap between theory and practice. However, supervision is fairly new and still emerging in the coaching profession. Bluckert (2005:1) says that if one has to trace the references to supervision in coaching books, one will barely find anything before the millennium. It is only now recently that a demand is growing in coaching professions for coaching supervision. The practice of supervision is strongly advocated by professional associations like COMENSA (Coaching and Mentors of South Africa) and EMCC (European Mentoring and Coaching Council) that business coaches and other practitioners in coaching supervision should have regular supervision. In the continuing professional development (CPD) framework, supervision gives vital support, monitors and encourages personal and professional growth of coaching supervisees, be they experienced practitioners or trainees (Stevens, 2004:18). This yields enormous benefits for business coaches, for their clients and for the organisations that employ them or purchase coaching services from them (Anonymous, 2006:52). Supervision is a complex and demanding task. It requires significant interpersonal, intellectual and communication skills on the part of the supervisor as well as the business coaches. Along with these skills, it requires high emotional awareness and competence, all of which can be exciting, energising and at the same time demanding (Hodge, 2008:3). Supervision is viewed to be an important aspect for business coaches and the supervisor in the coaching profession. Hawkins and Schwenk (2006:2) point out that even the most experienced coaches need assistance to constantly re-examine their practice to continue to develop their skills and self-awareness and to avoid being drawn into their clients’ systems. Coaching supervision should be an imperative in the coaching profession to support the business coaches and to stand back and reflect on their coaching practice. The iv aim of supervision is that the business coaches should open their work to scrutiny of supervisors. The role of supervisor is to create a safe environment for the business coaches to muse, reflect and consider alternative intervention strategies and learn in a coaching supervision relationship. Through this research, it is hoped that business coaches and supervisors will embark on this learning journey together in the context of a coaching supervision relationship grounded in an ethical framework.

Thesis (M.Ed.)--Regis University, Denver, Colo., 2008. / Title from PDF title page (viewed on Jan. 30, 2009). Includes bibliographical references.

Cheung, Wing Ying. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 58-62). / Abstracts in English and Chinese. / Chapter Chapter 1: --- Introduction --- p.1 / Assessor Training Strategy --- p.1 / Overview of behavioral observation training --- p.3 / Overview of frame-of-reference training --- p.4 / Combination training strategies --- p.6 / Perceived Purpose of the Assessment --- p.8 / Interaction with Training Strategy --- p.10 / Chapter Chapter 2: --- Method --- p.12 / Participants --- p.12 / Experimental Design & Procedure --- p.12 / Assessor training strategy --- p.13 / Behavioral observation training --- p.13 / Frame-of-reference training --- p.14 / Combination training (BOT & FOR) --- p.15 / No-training --- p.17 / Perceived purpose of the assessment --- p.17 / Personnel selection instruction --- p.17 / Developmental feedback instruction --- p.21 / Research-purpose instruction --- p.18 / Manipulation Checks --- p.18 / Competencies and Behaviorally Anchored Rating Scale --- p.18 / Hypothetical Assessee Performance --- p.19 / Expert Panel --- p.19 / Independent Variables --- p.20 / Dependent Variables --- p.20 / Inter-rater reliability --- p.20 / Correlation accuracy --- p.21 / Deviation accuracy --- p.21 / Proposed Covariate --- p.21 / Analysis --- p.22 / Chapter Chapter 3: --- Results --- p.25 / Effect of Gender of Assessor (Participant) --- p.25 / Expert Ratings --- p.26 / Mean Correlation Accuracy and Deviation Accuracy --- p.26 / Inter-rater Reliability --- p.27 / Correlation Accuracy --- p.28 / Deviation Accuracy --- p.30 / Chapter Chapter 4: --- Discussion --- p.32 / Summary of Results --- p.32 / Limitations and Future Directions --- p.37 / Implications and Conclusion --- p.41 / Appendices --- p.43 / References --- p.58

Thesis (M.S. in Management)--Naval Postgraduate School, September 2003. / Thesis advisor(s): William Hatch. AD-A418 534. Includes bibliographical references (p. 165-168). Also available online.

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.

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

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.

Approved for public release; distribution is unlimited / This research examines the Navy Human Resource Officer Community (NHROC) in the context of its formation and present makeup and lays out a plan for its immediate future. A thorough review of civilian human resource management and development as well as current initiatives in Navy Human Resources (HR) was examined. The research introduces concepts associated with virtual communities and Communities of Practice and presents lessons learned from the Information Professional Community's virtual community initiative. A survey of the NHROC was conducted to formulate ideas and analyze concepts important to building a virtual community that instill a learning culture indicative of a Community of Practice. The data makes the case for founding a NHROC virtual workplace continuum to foster knowledge sharing, organizational development through continuous learning, and community effectiveness. It provides concepts for a virtual workplace, reviews social considerations, and outlines resource requirements. / Lieutenant Commander, United States Navy