This study assessed the cross-cultural training of secondary school counselors in Virginia. Additionally, this study assessed the need for training as identified by practicing secondary school counselors. A survey questionnaire was mailed to 300 randomly selected school counselors across the state. Two hundred thirty-eight or 79% returned usable surveys after two mailings. Specific computational procedures used in the data analyses included frequency distributions, percentages, cross-tabulation procedures, and qualitative methodologies. A similar survey questionnaire was also sent to the 31 supervisors of guidance services within secondary school divisions across the state. The primary purpose of this questionnaire was to cross-check the study on secondary school counselors. Seventeen or 55% of the surveys were returned. Data analyses consisted primarily of frequencies, percentages, and qualitative methodologies. The main findings of the study were: (1) more than 44% of the counselors reported very little or no cross-cultural counseling was done at their school; (2) more than 62% of the counselors indicated that 20% or less of their caseloads consisted of cross-cultural counseling; (3) 84% of the counselors reported that cross-cultural counseling or training was necessary for counselors working with culturally different clients; (4) 95% of the supervisors viewed cross-cultural curriculum and training necessary; (5) approximately 82% of the respondents indicated that they needed cross-cultural training activities, and 67.2% reported an interest in receiving such training. A chi-square test was done to determine if there were a significant difference between female counselors' need for cross-cultural training and male counselors' need for training. Results indicated that female and male counselors' needs were similar. Further, the results of this study indicated that there was an expressed need for cross-cultural training activities for counselors who work within the secondary schools across the state. Moreover, it was concluded that there was a need for curriculum planners to incorporate cross-cultural training activities within both pre-service and in-service training programs. / Ed. D. / incomplete_metadata

There is considerable agreement that additional training and research is needed in problem-solving, an advanced counselor skill. This study assessed the effect of systematic problem-solving training on paraprofessionals' competence in counseling interactions with coached "clients." Two groups of 36 students, enrolled in two counseling courses, formed the experimental and control groups. The experimental design consisted of pre- and two postassessments of problem-solving variables. Treatment included didactic presentations and directed practice in five 2-1/2 hour sessions using Robert Carkhuff's model. Data from the two groups was compared using an instrument developed specifically for this study. A pilot test was run to determine reliability of the instrument. Results from the experiment indicate a statistically significant difference between the two groups at the .01 level of significance. It was concluded that Carkhuff's systematic training does make a positive difference in trainees' problem-solving competence. The instrument was found to be reliable, however, continued research is suggested. / Ed. D.

This targeted research study, carried out by an officer of the Turkish National Police (TNP), investigated the perceptions and beliefs of TNP trainers and trainees towards the potential adoption and implementation of e-learning technology for in-service police training. Utilizing diffusion and innovation theory (DOI) (Rogers, 1995) and the conceptual technology integration process model (CTIM) (Nicolle, 2005), two different surveys were administered; one to the trainers and one to the trainees. The factor analyses revealed three shared trainer and trainee perceptions: A positive perception towards e-learning, personally and for the TNP; a belief in the importance of administrative support for e-learning integration; and the belief in importance of appropriate resources to facilitate integration and maintain implementation. Three major recommendations were made for the TNP. First, the research findings could be used as a road map by the TNP Education Department to provide a more flexible system to disseminate in-service training information. The second is to establish two-way channels of communication between the administration and the TNP personnel to efficiently operationalize the adoption and integration of e-learning technology. The third is the administrative provision of necessary hardware, software, and technical support.

by Chung Chi-keung, Ivan and Tang Kwok-chu, Desmond. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1991. / Bibliography: leaf 97. / ABSTRACT --- p.ii / ACKNOWLEDGEMENTS --- p.iii / TABLE OF CONTENTS --- p.iv / CHAPTER / Chapter I. --- INTRODUCTION --- p.1 / Background of Research --- p.1 / Objectives and Scope of Study --- p.5 / The Research Design Details --- p.6 / Chapter II. --- METHODOLOGY --- p.8 / Survey on Sales Technique Concepts --- p.8 / Structured/Unstructured Interview --- p.9 / Chapter III. --- SURVEY ON SALES TECHNIQUE CONCEPTS --- p.10 / Selling Philosophy --- p.11 / Selling Process --- p.13 / Communication Skills --- p.15 / Objection Handling Skills --- p.17 / Time Management Skills --- p.19 / Call Planning Skills --- p.19 / Presentation Skills --- p.20 / Relationship/Trust Building Skills --- p.22 / Closing Skills --- p.24 / Chapter IV. --- UNSTRUCTURED AND STRUCTURED INTERVIEWS --- p.26 / Results and Discussions --- p.28 / Background of Respondents and Training courses attended --- p.28 / Selling Cycles --- p.32 / Selling Skills --- p.34 / Questioning Skill --- p.35 / Listening Skill --- p.36 / Objection Handling Skill --- p.38 / Time Management Skill --- p.39 / Call Planning Skill --- p.40 / Presentation Skill --- p.41 / Solution Selling Skill --- p.43 / Relationship/Trust Building Skill --- p.43 / Deal Closing Skill --- p.45 / Patience and Tolerance --- p.46 / Negotiation Skill --- p.46 / Price Manipulation Skill --- p.46 / Sales Training vs Sales Commission --- p.47 / Reasons To Attend Sales Trainings --- p.49 / Are Sales Trainings Effective to Improve Sales Performance ？ --- p.51 / Suggested Improvements for Sales Training --- p.54 / Chapter V. --- CONCLUSION --- p.56 / Selling Cycles --- p.56 / Selling Skills --- p.57 / Sales Commission --- p.60 / Reasons to Attend Sales Trainings --- p.61 / Objectives of the Survey --- p.62 / Chapter VI. --- LIMITATION OF THE STUDY AND SUGGESTIONS --- p.65 / Limitation of the Study --- p.65 / Suggestions for Further Study . --- p.66 / APPENDICES --- p.68 / Chapter APPENDIX 1: --- LIST OF SALES TRAINING PROGRAMS INCLUDED IN SURVEY OF SALES TECHNIQUE CONCEPTS --- p.68 / Chapter APPENDIX 2: --- INTERVIEW GUIDE --- p.73 / Chapter APPENDIX 3: --- QUESTIONNAIRE --- p.77 / Chapter APPENDIX 4: --- DEMOGRAPHIC INFORMATION OF RESPONDENTS --- p.81 / Chapter APPENDIX 5: --- DETAILED DATA: SELLING SKILLS INTRODUCED IN SALES TRAININGS --- p.83 / Chapter APPENDIX 6: --- DETAILED DATA: UNDERSTANDING TO THE SELLING SKILLS MADE DIFFERENT BY THE SALES TRAININGS --- p.86 / Chapter APPENDIX 7: --- DETAILED DATA: EFFECTIVENESS OF THE SELLING SKILLS TO IMPROVE SALES PERFORMANCE --- p.90 / Chapter APPENDIX 8: --- DETAILED DISTRIBUTION OF THE SUM OF RATINGS ON EFFECTIVENESS OF SELLING SKILLS BY RESPONDENTS --- p.94 / Chapter APPENDIX 9: --- DETAILED DATA: IMPROVEMENT NEEDED FOR SALES TRAININGS --- p.95 / BIBLIOGRAPHY --- p.97

by Chu Choi-Ling, Rossetti. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1993. / Includes bibliographical references (leaves 53-55). / ACKNOWLEDGEMENTS --- p.i / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.iii / Chapter / Chapter I. --- BACKGROUND --- p.1 / Introduction --- p.1 / The Legislative Framework --- p.4 / The School Organisation --- p.1 / The Teaching Profession --- p.8 / Purpose of the Study --- p.11 / Chapter II. --- LITERATURE REVIEW --- p.13 / Introduction --- p.13 / MTD Researches --- p.15 / SMI Research --- p.18 / Chapter III. --- METHODOLOGY --- p.19 / Target Respondents --- p.19 / Sampling Method --- p.20 / Survey Design --- p.20 / Chapter IV. --- RESULTS AND DATA ANALYSIS --- p.22 / Introduction --- p.22 / Analysis of the Results: The Schools --- p.23 / Analysis of the Results: The Administrators --- p.32 / Other Findings --- p.43 / Chapter V. --- CONCLUSIONS --- p.46 / Introduction --- p.46 / Major Findings --- p.46 / Suggested MTD Curriculum --- p.48 / Whose responsibility is it? --- p.50 / Recommendations --- p.51 / Research Implications --- p.52 / BIBLIOGRAPHY --- p.53 / APPENDICES --- p.56

Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2008.

This study aimed to investigate adaptation challenges of novice teachers in induction period, to analyze the variables influencing their adaptation, and to assess pre-service and in-service training in terms of preparing them for induction into teaching. Through a questionnaire, the data were collected from 465 novice teachers teaching in randomly selected 8 provinces of Turkey. The general results revealed that novice teachers had job-related concerns a little more often than the social concerns. The four most frequent adaptation challenges appeared as (1) workload, (2) social status and identity, (3) supervisor, and (4) classroom management challenges. Novice Teachers&rsquo / adaptation challenges differed in relation to age, subject area, university, faculty, practice teaching, existence of a mentor teacher in pre-service years, school type, grade level, amount of in-service training, and love of teaching profession. More than half of the participants perceived their pre-service and in-service training insufficient.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education