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

Under the auspices of a United Stated Department of Education National Workplace Literacy Program grant, the Columbia-Willamette Skill Builders, a community college consortium, developed a prototype workplace educator training program in 1994. The Skill Builders workplace educator training program was 9 months long and offered 90 hours of instruction, including a 20 to 40 hour workplace field experience. Twenty-six people completed the prototype program. This investigative study posed two research questions: 1. What can we learn by identifying and evaluating the critical elements in a prototype workplace educator training program? 2. What can be gleaned through this investigation that can be utilized to design a workplace educator training program? Workplace educator is a new term emerging from the field of workplace literacy. A workplace educator facilitates basic learning involving language and computation, as well as communication, teamwork, problem-solving, and decision-making. An examination of the pertinent literature identified five fields that impact on workplace education: workplace basics; training and development; workplace literacy and the contextual teaching approaches; current management theory with an emphasis on the high performance work organization; and workplace learning. The critical elements involved in the prototype program were identified through extensive inquiry using questionnaires, survey evaluation instruments, personal interviews, reports, journal review of the participants, and a focus group of Portland, Oregon, area employer representatives managing workplace education. The identified critical elements include an understanding of: (a) education in the workplace; (b) the characteristics of workplace educators; (c) workplace culture and organizational practices; (d) business/ education relationships; (e) the educational environment; (f) needs assessment/evaluation and assessment procedures; (g) workplace program design; (h) how to facilitate learning; (i) the development of communication skills for the workplace educator; (j) culture, class, and gender diversity in the workplace; and (k) appropriate uses of instructional technology. In addition, the data were examined through an evaluation research framework using the Stufflebeam (1983) CIPP (context, input, process, and products) model. The analysis showed that the program was highly satisfactory to the participants. The most important finding in this study is the need for workplace educators to fully understand the workplace. / Graduation date: 1995

The purpose of this study was to use evaluation research methods to test the effectiveness of a model for planning programs in the defense industry.One of the major reasons for deficiencies in both training and education of Program Managers is the lack of a generic Program Management Planning Process which contains essential elements of program planning and which can be modified or tailored to accommodate the specifics of a given program.This study addressed the following evaluation research questions with regard to a selected Program Management Planning Process:1. How adequate is the functional Performance Measurement Baseline, as a result of following the Program Management Planning Process of this study?2. What is the quality of the resulting Performance Measurement Baseline?3. To what extent are the efforts in creating a performance measurement baseline as defined by the Program Management Planning Process of this study perceived as justified?4. Is the methodology employed in this evaluation research study generalizable to other studies of planning processes?5. Relative to integrated linear and integrated nonlinear models of planning processes, what does this study reveal?The results indicated:1. All of the activities of the Program Management Planning Process of this study were performed and their culminating products produced.2. The Performance Measurement Baseline for the program of this study was satisfactory, but subject to short-term obsolescence and may have been created without sufficient attention being paid to potentially significant cost, schedule or technical program drivers.3. The program planning team participants did believe the Program Management Planning Process of this study added sufficient value, over alternative methodologies, to merit its continued use.4. On the whole, the methodology employed in this research study proved to be generalizable for use on other programs.5. The findings of this study support the proposition that integrated nonlinear planning models are really macro-models and integrated linear models are really micro-models, as applicable to program planning. They are not separate models, but, in fact, the integrated linear model is a subset of the higher level integrated nonlinear model. / Department of Educational Leadership