The purpose of this study was to investigate and describe actual and ideal activity profiles of inservice educators in hospitals, establishing time and frequency for each activity. The study also examined some socioeconomic factors that described the population in relation to activity time and frequency scores. The factors included characteristics of the educators and their job settings. The instrument developed for data collection was assessed by a panel of judges with expertise in health and education and then revised. Twenty-four inservice educators employed in acute care general hospitals of varying size in Greater Vancouver and Victoria were surveyed using the revised interview schedule. The data was analyzed and described using appropriate computer programs, non-parametric tests and other calculations. Socioeconomic data obtained described the population in terms of age, marital status and educational involvement. Most respondents were single and without dependents. Most had some formal training beyond a nursing diploma, many had a Bachelor's degree, and they were actively involved in their own continuing education. The actual activity profile for the group showed that instructional activities claimed the most hours in the educators' present jobs. Supervision took up the next highest number of hours, with program planning, miscellaneous and policy decision making activities ranking third to fifth. The ideal activity profile differed from the actual. Respondents wanted to spend the most amount of time in program planning activities, followed by instruction, supervision, policy decision making and miscellaneous activities. Comparison of actual and ideal profiles suggested that the educators felt some measure of dissatisfaction with their present activities. They wanted to spend a substantially greater number of hours per year involved in program planning than was possible under present circumstances. Conversely, they wanted a reduction of involvement in all other categories of activity. Socioeconomic data such as age, hospital size, amount of time employed in present job, and in involvement in continuing education were tested for correlation with activity scores. No strong relationships were found, although there were a few statistically significant correlations. Difficulties presented by the data, such broad ranges of responses and noticeable differences in mode and mean response, made it necessary to state conclusions in the study as suggestive rather than definitive. Nevertheless, it was felt that actual and ideal profiles could be at least indicated and then used as a starting point for more definitive studies of nursing inservice educators. It was pointed out that steps could be taken to clarify the inservice educator's role through standard job description and elimination of non-educational activities. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

This study addressed a need to identify the effectiveness of in-branch, employee administered training programs. A comparison of various training methods and a ranking of the effectiveness of those methodologies would enable managers to make informed training design and purchase decisions. The purpose of this study was to determine the differences between four training methods as evaluated by post-training assessment scores. This study also sought to determine the following: 1) did all four methods significantly impact short term material recall?, and 2) did gender impact training effectiveness? The training methods studied were: video; study guide; video plus study guide; video and study guide plus reinforcement meeting. A control group was used to obtain a pre-training baseline. One hundred eighty two employees who worked at one of twenty randomly selected Portland, Oregon branches of a large, regional bank participated in the study. Each branch utilized one of the five randomly assigned methods in a scheduled staff meeting. After completing the training, each participant completed a post training assessment testing material recall. The control group completed the assessment without participating in training. Analysis of Variance tests were used to determine if significant differences existed between: 1) the mean scores of the control group and the training methods, 2) the mean scores of the training methods themselves, and 3) the mean scores of males and females. A significant difference was found at the .05 level between the mean scores of the control group and every training method except video. There were no significant differences between the mean scores of the four training methods. There was not a significant difference between the mean scores of males and females. There was also no significant difference in method effectiveness based on gender.

This study reviewed the methods of teaching orthopedics to family practice residents. It explored the areas of how, when, and to what end. Questionaires were sent to all family practice residency programs in the United States. The complied results showed that most residents are taught during a block assignment for four weeks in the second year of residency. The results showed preceptorships being utilized most frequently and for at least 50% of the teaching time. Lectures were used next most frequently and usually for 20% or less of the teaching time. Nearly all of the respondants felt their residents were qualified to initially manage athletic injuries, simple fractures, and low back pain. On the management of infant foot problems, 63% felt their residents were qualified and 36% felt they were not. This difference was felt to be due to a difference in content and not process. Suggestions for future research were put forth.Ball State UniversityMuncie, IN 47306

published_or_final_version / Public Administration / Master / Master of Public Administration

published_or_final_version / Public Administration / Master / Master of Public Administration

published_or_final_version / Public Administration / Master / Master of Public Administration

This investigation examines the differences in perception of the role of staff-development trainer in organizations, a role identified as an emerging occupation, held by three professional groups. The focus is on sources of stress and strain in the job performance of the trainer. Purposes of the study are (1) to collect data from three coworker groups, administrators, directors of nursing, and trainers relative to the role of the trainer, (2) to examine differences in perception between the groups, (3) to examine the differences as potential sources of stress when viewed from the perspective of role theory, and (4) to delineate the role. This study indicates that knowledge about behavioral sciences and skill at interpersonal communications are important areas in both background and in personal qualities needed. Nurses and trainers widely perceive a lack of commitment to training by administrators. This relates to sources of strain in the role of trainer. There is a generally held expectation in the field that the role will grow in importance and scope.

This dissertation consists of three essays in the field of organizational economics and political economy. The first essay examines the question of mentoring and training in public sector organizations. On the job training is one of the most effective ways of improving productivity. However, managers face a trade-off when allocating time between their own outputproduction and mentoring the juniors, as mentoring takes time that managers could spend on other output production activities. Using the data on bureaucrats from the India Civil Services, I provide evidence of this trade-off. I find that junior bureaucrats in India show better performance in the district training courses when their mentors’ output is imperfectly observed by the supervisors of the mentors. I infer this difference in the performance of junior bureaucrats as an indication of differences in the mentoring efforts of the seniors. I exploit a policy reform to further show that bureaucrats are multi-tasking agents allocating time between mentoring junior bureaucrats and public service delivery. I find evidence that the reform that was introduced to bring greater transparency in the performance evaluation process shifts effort from mentoring to own output production, thereby reducing gaps in mentoring efforts. Overall, this chapter highlights the existence of perverse incentives for mentors that can affect the effectiveness of training and mentoring initiatives. The second chapter focuses on the question of distributive politics and how politicians target resources among their constituents. Using the employment data from the largest workfare program in the world, I study how employment generated under the program varies across constituencies that are represented by politicians from the ruling party. Using a close election regression discontinuity framework, I find that employment is higher in constituencies with ruling party politicians. Further, I document targeted flow of program benefits to specific marginalized groups. In the final chapter of this dissertation, I examine the politicization of bureaucratic appointments in India. Using data from two states of the country, I study appointments to the post of the district collector. I document significant differences in the characteristics of the officers that get appointed to districts with a greater proportion of politicians from the ruling party. I find that districts with greater "alignment" to the ruling party get younger officers who have been recruited through a much more rigorous exam and are less likely to be a native of the state. I find no evidence that caste plays a role in these appointments.

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