In this study, the relationship between formal training opportunities and internal promotions in organizations was examined in order to support the value of organizations investing in employees through training opportunities, as training is often seen as an expense to be cut in difficult times. Differences between general and specific training topics on the impact of frequency of promotion in an organization were addressed, as well as assessing differences between employees and managers. Training allows for a more capable workforce and pool of employees to pull from when an organization needs to hire. Hiring from within can save time, money, and allow for a proven person-organization fit that hiring from the external workforce cannot provide. The archival data used in the study were from the National Organizations Survey, 1996-1997 which included organizations of all sizes and forms. The analyses produced mixed support for the hypotheses. Significant relationships were found between hours of formal training and frequency of promotions of employees, and between importance of training in promotions and frequency of promotions for managers. Multiple regressions revealed that the hypothesis predicting that increased hours of training focused on general skills would positively contribute to promotion rates was not supported for either employees or managers. Exploratory analyses were also conducted to further investigate training and promotion practices. Significant contributions to hours and importance of training in promotion were discovered for certain types of skills training for both the employee and manager groups. Comparison between the employee and manager groups across variables found significant differences in certain skill type training. Practical implications of the findings and future study considerations are discussed.

Over the last four decades, museum education in the United States has developed into a legitimate and respected profession. However, for those who want to become art museum educators, the path is neither clear nor smooth. Those in the profession often face low pay, limited career growth opportunities, and a lack of job security. Despite these realities, the museum education field continues to attract people. Yet, there is scant literature about novice art museum educators, specifically about how they find their way as they enter the profession. Utilizing a post-intentional phenomenological methodology, this qualitative study explores the phenomenon of wayfinding, defined as how someone orients themselves to the museum education profession and the ways they navigate the opportunities and challenges they encounter. The research questions guiding this study include how wayfinding took shape for five art museum educators with less than two years of work experience, what they went through upon entering the profession, and what helped them navigate their way. Phenomenological research methods, including three one-on-one interviews with each participant over six months and a focus group with all of the study participants, were employed to gather rich descriptions of their lived experiences. The research materials were placed in dialogue with concepts that resonated with wayfinding as described by the study participants, including self-identity, agency, and relational autonomy. Findings illuminate how (un)welcoming these novice art museum educators found museum spaces, how their sense of self intersected with their wayfinding, how they enacted agency, and how they drew upon relationships with other people. Insights into the unique experiences of novice museum educators of color, the empowering effects of agency, the varying roles of mentoring and peer support, and the value of pausing to reflect on lived experiences are shared. While the findings are limited to the educators in the study and are not representative of the field at large, this study provokes and produces new ways of understanding wayfinding for novice art museum educators. As the field of museum education continues to evolve, this study offers pertinent insights to university instructors who teach museum education courses, education supervisors in art museums, people who are interested in a museum education career, and art museum educators already working in the field.

No description available.

Thesis (MBA.) -- University of Limpopo, 2022 / The purpose of this study was to investigate the effects of training and development on employee performance at Mamelodi Clinics, Gauteng Province. This study was guided by the following objectives. To determine the perceived effect of training and development courses on skills development of professional nurses in the Mamelodi clinics, Gauteng Province. To explore the perceived effect of training and development courses on the performance of professional nurses in the Mamelodi clinics, Gauteng Province. To examine which of the attended short courses are more effective in improving the skills of professional nurses. To find out which short courses, according to the professional nurses in the study, were found to be ineffective and unnecessary. The study was of importance to future researchers and academicians as it added new insight into the existing information with regards to employee training and development. It also provided the department of health, both nationally and provincially with an understanding of successes and challenges inherent to training and development and their corresponding effect on employee performance. As a result, this had a contribution towards how training and development are carried out within the organisation. A qualitative research design was deployed in this study to allow investigation of the possible relationship between training and development as well as to establish a comparison between the two. The study population was 45 staff of Mamelodi Clinics which were approved for this study. The data was collected through a questionnaire. Percentages, means, cross-tabulation were used as means of data analysis. The findings were presented using tables and figures. In terms of training and development, the study was able to show that all Mamelodi Clinics under department of health Gauteng Province, has a range of training programmes for different staff of their clinics, and are of high quality standard and very effective. As a result, employee skills, overall performance of staff, and general competence of the employee has sharply increased due to training and development v methods and strategies put in place by department of health, both provincially and nationally. The study showed that in terms of employee performance and motivation, training and development programmes help in increasing employee motivation and thus performance. Employees are thus able to successfully be aligned with the goals, aims and missions of the clinics and the department of health, as well as the Batho Pele principles. The study concludes that training and development have positive effects on employees. The study was able to find that within the clinics, employees are given adequate chance to engage in training and development courses. The study concludes further that more training and development programmes should be undertaken. The study recommends that there should be regularly assessments on employees and their subsequent need for further training and development courses in order to increase employee satisfaction and performance.

No description available.

Personnel decisions have the potential to influence an entire organization. The effects of these decisions are more credible and relevant when quantified. Historically, benefits were defined in correlational statistics, i.e., validity coefficients. But the increasing demand is for a bottom-line or dollar-value definition. The utility concept presents a methodology for providing the dollar value impact on performance of a personnel intervention program. One parameter of a utility analysis model is the standard deviation of job performance in dollars (SDy). This research develops a SDy value for the yearly production contribution of a first level line accounting supervisor to be used in a utility model. It is the hypothesis of this paper that the resultant estimated dollar value of yearly productivity for accounting supervisors should be consistent across all organization types, indicating generalizability. Sixty Florida-­based organizations were surveyed to develop the SDy estimate. The resulting SDy estimates are presented for four organization types. The results support the conclusion that the type of organization does not affect the SDy estimate. Therefore, SDy estimates can be generalized across organization types.

No description available.

Very few attempts have been made to adequately evaluate training programs. The research reported here is an attempt to evaluate the effects of the revised orientation and training programs of a fast food franchise. Subjects consisted of 676 hourly employees of a Central Florida fast food franchise who completed questionnaires soliciting measures of the following perceptions: managements' consideration and structure levels and the effectiveness of the revised orientation and training programs. Modest support was found for the prediction that the revised programs would increase the employees' perception of managements' consideration. No evidence was found to support the hypotheses that employees would perceive the revised programs as more effective nor that managements' perceived structure level would increase.

The purpose of this study was to investigate the efficiency, effectiveness, and impact of learner control when using interactive video as a training tool. Food service managers (H=60) were randomly assigned to two groups, experimental and control. Each group was trained on the subject matter of food service sanitation following the program developed by the National Restaurant Association's Educational Foundation entitled, Applied Foodservice Sanitation: A Coursebook. Students of the control group were trained by the traditional, lecture-pupil technique (LPl. students of the experimental group were trained via interactive video (IV). The students of the experimental group were further randomly assigned to subgroups; limited interactive (L-I) and fully-interactive (F-I). Immediately following training, all students were given a review of the subject matter and then took the certification exam. Using t-tests to analyze scores between groups and multiple regressions to analyze the effect of time on score fc,r the experimental groups, effectiveness, efficiency, and predictability of score based on time-to-train were measured. The findings indicated that the IV program was as effective as the traditional technique and was significantly more efficient. The multiple regression analysis revealed that time was not a predictor of score; however, when students increased their interactivity while using IV programs, learning (effectiveness) increased. Interactive video programs that are designed to be limited-interactive are as effective and can be as efficient as fully-interactive programs. students who trained in small groups tended to score equally with students trained individually. / Ed. D.

The purpose of this study was to identify instances when workers in a business environment used thinking skills, including creative thinking, decision making, and problem solving in a manner that was beneficial and to examine how they perceived they acquired thinking skills. Twenty-seven banking employees from nine branches were interviewed using the behavioral event interview method. The nine branches represented three banks operating in Virginia. At each branch, a manager, a new account representative, and a teller were interviewed. The behavioral event interview method was selected as it has been a successful tool in both industrial and educational settings. Additionally, its purpose is to identify competencies necessary to do a given job well. The tape recorded interviews were transcribed and yielded a total of 55 behavioral events. The events were reviewed and instances of creative thinking, decision making, problem solving, and combinations of the three were identified and coded according to definitions presented in the study. Sixty-two instances of thinking skill use were identified within the events. Instances from the interviews of creative thinking, decision making, problem solving, and combinations of these were presented. Further, two interrelated themes emerged from the instances of thinking skill use. The first theme involved the generation of new ideas, determining the best alternative, implementing an alternative, or a combination of these in order to generate business or sales for the bank. The second theme involved the generation of new ideas, determining the best alternative, implementing an alternative, or a combination of these in order to solve a known problem. This study revealed that the interviewees did not receive formal thinking skill preparation from education or work training programs. They attributed most of their thinking skill development to experience. Outcomes of this study can be used to teach thinking skills by the infusion approach, the most commonly used method for teaching these skills. It relies on the skills being taught in real-life contexts. / Ph. D.