Chappell, Alan R.
No description available.
Schilling, Clifford William
Research questions included: how much do company training programs appear to change quality, productivity, or employee involvement; and what changes might increase the effectiveness of quality/productivity training programs? An extensive survey instrument yielded fifteen useable replies from selected companies with participative programs in fourteen industries.Fourteen locations reported improved quality or productivity.Participative programs were often integral parts of quality/productivity programs. Sane locations operated two to five programs simultaneously.Training programs were judged as important contributors to major improvements in quality, productivity, or employee involvement. most locations did not attempt to estimate rate of return on training costs. Reported total training time ranged from 17 to 264 hours per employee. Five locations recommended same amount of training effort for all employees. Testing was seen as essential for skill training.Study recommended: management commitment; "awareness training" needs skill-building; customized programs; corporate resources or consultants to expedite application of new skills; only well-qualified, well-prepared trainer/facilitators; determination of training effectiveness; training program participation rewards. / Department of Educational Leadership
The development of a competency based model for training operators within the confectionery industryVan Heerden, Alan Joshua January 2002 (has links)
Most South African manufacturing companies provide some sort of training for its shop floor employees to help them improve productivity and reduce wastage. Unfortunately, training presented on-the-job to operators is more often than not implemented in an unstructured and unplanned manner, usually when a crisis occurs and fires need to be put out quickly. The introduction of the National Qualifications Framework (NQF) demands that training practitioners structure their training efforts and ensure that all training leads to national qualifications. This study is aimed at making a contribution towards the NQF and in particular, the development of shop floor employees. Firstly, a model for operator training was developed from a survey of the relevant literature. This phase of the study identified the components of the model and their respective guidelines. Secondly, the model was e.mailed to managers working in confectionery companies requesting their opinion on the guidelines of the model. Lastly, the feedback received from the empirical study was evaluated, conclusions were drawn and recommendations made, based on the information obtained from both the literature study and empirical study. The results from the empirical study indicated strong concurrence with the theoretical model on operator training. In contrast to theory that the use of rewards after training results in improved productivity, the majority of respondents disagreed with the implementation of a reward What are the long term benefits to an organization with a productivity reward system in place? · What kind of reward system would work best in the confectionery industry? · How would management implement an effective performancerelated reward system at shop floor level?
Robb, Andrew Leslie
The occupational wage structure has been a subject of much interest in recent years. The interest, however, has concentrated primarily on the short-run aspects of the problem much to the neglect of the long-run. The recent interest in investment in education has prompted this theoretical and empirical study of the long-run occupational earnings structure from the point of view of investment in education. The paper begins by constructing a theoretical model of occupational earnings in which the earnings of an occupation are related to the investment in formal and informal (on the job training and learning by doing) education associated with that occupation. The relation between various occupational earnings streams is established by equating the present values of the expected earnings streams of all occupations. From the theoretical relationship, it can be predicted that the functional relationship between earnings and education should be non-linear with first and second derivatives positive. Moreover, it can be predicted that the degree of non-linearity will be related to the rate of discount that is applied to investment in education. From this section of the paper arise two important conclusions for studies of long-run changes in the occupational wage structure. Firstly, in studying long-run changes in the occupational earnings structure, attention must be paid to the changing distribution of investment in education among the occupations. Secondly, a change in the shape of the functional relation between earnings and education could be related to long-run changes in the appropriate discount rate. The empirical section of the paper tests the predicted relation between earnings and education by means of regression analysis. The prediction that the relationship should be nonlinear (first and second derivatives positive) is borne out by these tests. Moreover, the degree of non-linearity in the empirical relation appears to be approximately the same as predicted from the theoretical model. Finally, using only simple measures of schooling, over 80% of the occupational earnings structure could be explained in the regression analysis. / Arts, Faculty of / Vancouver School of Economics / Graduate
Hoskin, Brenda J.
01 January 1986
(has links) (PDF)
This research examines the use of non-cognitive personality measures as supplements to traditional cognitive ability measures for predicting training performance. The Hogan Personality Inventory (HPI) significantly predicted an overall performance measure (R2 = .17) for Navy BE&E Students (N = 155). However, when applied as a supplemental predictor composite to the military cognitive measure (ASVAB), the resulting increase in R2 (.04) failed to attain significance, F(6, 144) = 2.17, p > .05). In further analyses, several HPI and ASVAB scales combined to significantly predict selected performance criteria. The ASVAB remained as the primary source of information. It is quite possible that, for traditional academic training, cognitive ability measures provide the most valuable insight in terms of individual potential. Personality may have a more profound effect in cases of unconventional skill training or training for occupations of risk.
19 November 2014
M.Com. (Industrial Psychology) / Andragogical principles are being implemented at an ever-increasing rate as regards the training of adult learners at present. This compels the trainer to analyse not only the training situation but the characteristics of the target group too (being adult learners) and to make use of this information in planning his training strategy thus greatly increasing his responsibility. This study focuses mainly on the nature of the training group as a target group and on the role of the trainer as group facilitator. The concept "group facilitating" was introduced in training with the study of McLagan (1983). Group facilitation focuses on the managing of group discussions and group processes in order to create appropriate learning opportunities so that individuals can teach their highest potential. In this study a distinction was made between the "role" and the "style" of the group facilitator: the "role" of the group facilitator defines the broader functions of group facilitating, whereas the "style" of group facilitating concerns the,manner of facilitating. It is generally accepted that the group facilitator should adapt his style to the demands of the training situation. These situational demands suggest,changes in the nature of the learning content, the environment and the nature of the training group. To identify the different styles of group facilitation a situational bounded group facilitation model was designed. In this theoretical model the styles were related to different degrees of maturity (maturity being defined here as "readiness to Iearn") of the training group. Four dominant styles of group facilitation were identified and coupled with four different developmental phases of the training group.
Presented to the Department of Information Systems University of the Witwatersrand in partial fulfilment of the requirements for the Master of Commerce Degree in Information Systems / The need for Information Systems (IS) professionals to communicate effectively has been identified as one of the key issues of IS management in the 1990s. The communication gap between IS professionals and other personnel in organisations has been well documented and studies have shown that appropriate training can improve communication skills. The objective of this research was to establish what constitutes effective communication skills training and to produce a guideline which IS managers and trainers could use to address this problem. The major finding of this research was that IS personnel do not perceive themselves to be poor communicators despite the fact that many studies have shown that there is need for improvement. This shows that there seems to be a gap between what is expected of IS personnel and their own perceptions of their communication abilities. In order for change to take place, IS Personnel need to be aware of their shortcomings and organisations need to get more involved. Managers can facilitate the process by communicating the need for improvement to their employees and can demonstrate their commitment by recommending appropriate training. / Andrew Chakane 2018
Lam Kit-Wing. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves 65-76). / Abstracts in English and Chinese. / Chapter CHAPTER ONE: --- Introduction --- p.1 / Overview of Present Study --- p.4 / Managerial Coaching Scale Development --- p.4 / Managerial Coaching Objectives --- p.4 / Managerial Coaching Behaviors --- p.6 / Antecedents and Outcomes of Managerial Coaching --- p.14 / Managerial Coaching Antecedents --- p.14 / Managerial Coaching Outcomes --- p.17 / Chapter CHAPTER TWO: --- Method --- p.23 / Participants --- p.23 / Procedure --- p.23 / Measures --- p.24 / Chapter CHAPTER THREE: --- Results --- p.30 / Chapter Part I: --- Managerial Coaching Scale Development --- p.32 / Analysis Overview --- p.32 / Evaluation of Latent Structure --- p.32 / Scale Reliability and Scale Norm --- p.39 / Construct Validation --- p.42 / Chapter Part II: --- Antecedents and Outcomes of Managerial Coaching --- p.45 / Analysis Overview --- p.45 / Analysis Result --- p.45 / Chapter CHAPTER FOUR: --- Discussion --- p.55 / Managerial Coaching and Transformational Leadership --- p.56 / Implications to Research and Practice --- p.59 / Managerial Coaching Antecedents --- p.59 / Managerial Coaching Outcomes --- p.61 / Limitation and Future Research --- p.62 / Conclusion --- p.63 / REFERENCES --- p.65
Guidelines for the implementation of cooperative education in South African teaching and learning organisations in higher education / Marius Lourens WesselsWessels, Marius Lourens January 2007 (has links)
Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.
Analysis of the integrated defense acquisition, technology, and logistics life cycle management framework for human systems integration documentationLang, Jeanine A. McLaughlin, Pamela F. January 2009 (has links) (PDF)
Thesis (M.S. in Operations Research)--Naval Postgraduate School, December 2009. / Thesis Advisor(s): Shattuck, Lawrence G. Second Reader: Miller, Nita Lewis. "December 2009." Description based on title screen as viewed on January 27, 2010. Author(s) subject terms: Human Systems Integration, Acquisition, Manpower, Training, Personnel, Human Factors Engineering, Safety Health Hazards, Human Survivability, Policy. Includes bibliographical references (p. 93-94). Also available in print.
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