M.A. (Clinical Social Work) / Please refer to full text to view abstract

A supportive work climate is critical for successful transfer of learning. Influences in the work environment affect the trainee's ability to apply new skills to the job. The supervisor can be a significant figure in the trainee's perception of a supportive transfer climate. Little is known of the effect of supervisor participation in the training on transfer climate. The purpose of this study was to identify differences in trainee and supervisor self-perceptions of the factors affecting transfer climate. Additionally, this study examined the effects of supervisor participation in the training program on perceptions of transfer climate. The participants in this study were trainees in a union-sponsored instructor training program and their supervisors. The study found perception gaps between the overall perception of transfer climate and supervisor support. The level of supervisor participation in the training program was not to be a factor in the differences between the trainee and supervisor perceptions. No statistically significant difference exists in the perception of other transfer climate factors: supervisor sanctions, peer support, resistance/openness to change, and feedback/performance coaching. In addition, the study found that supervisor participation in the training made little difference in the perceptions of transfer climate by supervisors and trainees. Studies comparing trainee and supervisor perceptions of transfer climate and the effect of supervisor participation in the training on these perceptions are needed from other organizations before extensive generalizations can be made.

When expenses become an issue, training is often one of the first budget items to be cut. There have been a number of evaluation studies about rates of return from training interventions. Most results are based on interviewing participants about the value of the intervention and its effect on their productivity. This often results in quadruple digit return on investment indications. Decision makers who control the budget often view these kinds of results with skepticism. This study proposes a methodology to evaluate training interventions without asking participants their opinions. The process involves measuring learning through a series of pre-tests and post-tests and determining if scores on pre-tests can be used as predictors of future return on investment results. The study evaluates a series of return on investment scores using analysis of variance to determine the relationship between pre-tests and final return on investment results for each participant. Data is also collected and evaluated to determine if the financial results of the organization during the period of the training intervention could be correlated to the results of the training intervention. The results of the study suggest that the proposed methodology can be used to predict future return on investment from training interventions based on the use of pre-tests. These rates of return can be used as a method of selecting between competing training intervention proposals. It is a process that is easily understood by the key decision makers who control the allocation of financial resources. More importantly, it is a process that can maximize the value of each dollar spent on training.

This is a study of trade education and apprentice training in the United States with special reference to certain corporation training programs.

No description available.

This thesis was written as part of a process to secure funds for developing a "Preparatory Vocational Education" training academy for entry-level "Irrigation Technicians." Research revealed that funding for vocational program development was being awarded to "All-inclusive" or academy-style programs. These programs provide instruction necessary for students with zero experience to compete as entry-level journeymen. This project is based on a partial proposal draft for a U.S. Department of Labor Grant.

Thesis (M. Dev.) -- University of Limpopo, 2017. / Education is indeed essential for the improvement of the performance, competence and effectiveness of parliamentarians. Many countries in the world including South Africa do not require specific minimum qualifications or skills to qualify to be a parliamentarian. As a result, parliamentarians come into the legislature with varying levels of skills and qualifications, which has an impact on their competence and effectiveness. The purpose of the study was to assess the training needs of parliamentarians focusing on the case of the Limpopo legislature. Mixed research method comprising both qualitative and quantitative methods was applied in this study. A survey questionnaire was used to collect quantitative data from thirty-six respondents. In addition, semi-structured interviews were conducted to collect the qualitative data from seven respondents. The study found that seventy-eight percent of parliamentarians had a bachelor degree and post-graduate. Parliamentarians identified FAMPPLA, PFMA, research analysis, standing rules and orders, presiding over meeting, strategic management, interpersonal skills, speech writing, computer literacy, negotiations, facilitations skills, monitoring and evaluation as their priority training needs. The study further found that parliamentarians prefer two to three day workshops as a mode for training.

The problem of this study is to determine the need for and use of in-house secretarial training in manufacturing companies in five selected Louisiana cities. Data for this study were collected by the use of a questionnaire which was devised, validated, and pilot tested. Questionnaires were mailed to 197 personnel/training directors of manufacturing companies in the five largest cities of Louisiana. One hundred thirteen usable responses were received, which represented a 57.4 per cent return. Additional information was obtained through interviews with the personnel/training directors in those companies with in-house secretarial training programs.

The purpose of this study was to determine if extended periods of time out of the training environment has an effect on the retention of training. The rationale for conducting this study was based on the fact that little research has been done in this area. The findings of the study indicated that extensive periods of time out of training do significantly influence the amount of training retained fromone loadmaster course to the other. Additionally, there was a significant relationship between the number of days out of training and the posttest scores. The optimum training break between courses appears to be between 10 and 20 days. Training retention is apparently affected by time.

The purpose of this study is to investigate the relationships between selected end-user training programs corporations provide to their employees and subsequent employee performance based on these opportunities.