An increase in the rate of training in the Cold Mill South area due to outside pressure has led to the question whether training is still effective in this environment. The literature study has shown that the most commonly used method to measure the effectiveness of training is to use the Kirkpatrick model. In this study, the aim was thus to follow the four steps of the Kirkpatrick model and use it to measure the effectiveness of training in the Cold Mills South area of the ArcelorMittal Vanderbijlpark works. The following studies were done to determine the four steps: the way that training is done in the Cold Mill area was investigated, the works' perception with regard to training was measured by employing a questionnaire. The questionnaire also investigated any barriers that prevented the workers from performing, information with regard to the different shifts' production performance and training levels was also gathered. The results of the study could not determine that there is a definitive relationship between the training level and shift performance. The workers were very positive towards training, but a few workers felt that there are barriers that prevent them from performing at their workplace. The results of the study showed a few areas where training can be improved, like the retention of skilled workers to help with the training. It is also very important that on-the-job training should be improved. A model similar to that of Brethower and Smalley could be used to improve on-the-job training. / Thesis (M.B.A.)--North-West University, Vaal Triangle Campus, 2009.

An increase in the rate of training in the Cold Mill South area due to outside pressure has led to the question whether training is still effective in this environment. The literature study has shown that the most commonly used method to measure the effectiveness of training is to use the Kirkpatrick model. In this study, the aim was thus to follow the four steps of the Kirkpatrick model and use it to measure the effectiveness of training in the Cold Mills South area of the ArcelorMittal Vanderbijlpark works. The following studies were done to determine the four steps: the way that training is done in the Cold Mill area was investigated, the works' perception with regard to training was measured by employing a questionnaire. The questionnaire also investigated any barriers that prevented the workers from performing, information with regard to the different shifts' production performance and training levels was also gathered. The results of the study could not determine that there is a definitive relationship between the training level and shift performance. The workers were very positive towards training, but a few workers felt that there are barriers that prevent them from performing at their workplace. The results of the study showed a few areas where training can be improved, like the retention of skilled workers to help with the training. It is also very important that on-the-job training should be improved. A model similar to that of Brethower and Smalley could be used to improve on-the-job training. / Thesis (M.B.A.)--North-West University, Vaal Triangle Campus, 2009.

Předmětem diplomové práce je hodnocení dopadů vzdělávací akce uskutečněné v jedné z významných finančních institucí v České republice. Postup hodnocení vychází z amerického modelu, jehož základní charakteristiky jsou vyzdvihnuty v teoretické části. Praktická část práce se zabývá samotnou analýzou vlivu vzdělávaní, která byla provedena na základě interních dat šetřené společnosti a výsledků provedeného výzkumu. Závěr práce se věnuje zpětným vazbám osob, které byly v šetření zahrnuty, a možným návrhům na zlepšení současné situace v dané společnosti.

The aim of this study was to investigate the influence of GeoGebra training on teachers and learners in rural geometry classrooms. The conceptual framework that was used in this study was based on the four-level training evaluation framework of Kirkpatrick (1996), focusing on the first three levels only while the fourth level was not considered. The study was conducted in disadvantaged and under-resourced schools situated in the Mpumalanga Province of South Africa. This undertaking was considered as a way of promoting what was perceived as a simple but effective method of teaching and learning with technology. The technology-enhanced teaching strategy was employed with the anticipation of enhancing the development of geometrical concepts that are seen as too abstract by the majority of learners in resource-constrained areas. Hence, the focus of this study was on the teaching and learning of the properties of triangles and the properties of quadrilaterals in Grade 10 using GeoGebra and traditional methods. Within the non-equivalent, quasi-experimental design, both qualitative and quantitative approaches were used. Four purposively sampled Grade 10 teachers from four schools and their classes comprising of 165 learners participated. The data collection involved pre- and post-tests, questionnaires, lesson observations, and interviews. Learners’ achievement was measured by outcomes obtained from marked and recorded achievements tests. The qualitative data collected from the teachers through questionnaires, lesson observations and interviews were coded and categorised into themes. This analysis revealed that most participants had positive training experiences and preferred using GeoGebra in the teaching and learning of geometry despite a lack of resources in their schools. The findings also showed that there was lack of training workshops that focused on appropriate teachers` knowledge and skills that are connected to technological innovations, particularly in GeoGebra. The quantitative data analysis results showed a significant difference in the mean scores for both groups respectively in favour of learners taught with GeoGebra compared to a chalk and talk method. The teachers’ implementation of and enthusiasm about GeoGebra had a positive influence on learner achievement. Based on the results, it was concluded that as a pedagogical tool, GeoGebra can work effectively in rural schools where geometry is hardly taught. / Thesis (PhD)--University of Pretoria, 2020. / Science, Mathematics and Technology Education / PhD / Unrestricted

This dissertation reports an evaluation study which was done with an educational programme for Automotive Service Technicians which was adapted for South African conditions and derived from a programme used internationally, and originally developed in Schweinfurt, Germany in 2005. The programme was designed to answer to particular problems experienced during automotive driveline-component installations. Since the inception of this programme, ZF Germany had been training representatives from their different subsidiaries over the world on the essential elements of automotive driveline installation protocol. The representatives were trained to adapt the core programme in accordance with the particulars of the vehicle populations in each respective country, and the researcher has performed this task The aim of this research was to evaluate the effectiveness of one particular module known as “Guidelines to clutch replacement” with regard to bringing about the desired changes in knowledge, attitude and behaviour within the trainees. Previous anecdotal feedback from the industry had suggested that the programme had been helpful in the reduction of installation errors, but the extent of the successes and failures of the programme had been unknown until this study. The training department at ZF South Africa was tasked to design further training modules based on the findings of the module under study in order to establish the successes and failures of the core concept for improvement of successive programmes. The approach for this programme evaluation was utilization-focused which allowed the researcher to choose from and combine a variety of data collection strategies over the complete range of summative and formative evaluation approaches. However, in keeping with the stated aim of this study, this study had been limited to a summative inquiry by employing a quantitative data collection strategy at the hand of a quasi-experimental research design. This research report presents the findings of a one-day intervention programme that was offered to Automotive Service Technicians in the Gauteng area. The conceptual framework that was adopted for the research was based on the four level evaluation framework of Kirkpatrick (1998) with the first three levels having been empirically tested and the fourth level discussed on the basis of empirical information. Findings suggest that although the levels of knowledge-acquisition could not to be considered as high, behaviour modification had indeed been observed to be in alignment with the clutch-installation-protocol and almost all the respondents had adopted the protocol as their preferred way of executing clutch installations. In addition, most respondents found the programme to be pleasant and of a high utility value. Certain problems with the programme became evident, such as the pace having been too fast; printed hand-outs were not considered to have high utility value, and sensitivity to personal and cultural differences were found to be lacking. The low levels recorded for knowledge acquisition may be language related which possibly relates to the fast pace of the course. The research findings suggest that the course should be spread over two days instead of one day and be augmented with practical demonstrations and re-designed printed hand-outs. In order to effectively measure level four of the Kirkpatrick framework, criteria of concern should be negotiated with participating organisations in order to provide relative data for answering research questions on this level. Procedures for collecting data over the course of several years need to be established and agreed upon by all stakeholders for such data to be reliable and valid in the inclusion of a time-series study. Regarding a relatively simple programme such as the programme under study with programme objectives that have a predominant procedural-knowledge focus, the Kirkpatrick framework has been found to be effective and its procedures may be applied in other industry-based training programmes. An added academic contribution to the previous one is that the Kirkpatrick framework as utilised in this study has shown that the framework offers a high utility value for fast-paced short courses where contact time with trainees are limited and evaluation designs need to fit in with the practical limitations. The high utility value of the Kirkpatrick framework became evident in the findings of this study where transfer of learning had evidently taken place regardless of possible learning problems such as language barriers. / Dissertation (MEd)--University of Pretoria, 2014. / tm2015 / Science, Mathematics and Technology Education / MEd / Unrestricted

We analyze the replica-symmetry-breaking (RSB) construction in the Sherrington - Kirkpatrick (SK) model and in the p-state Potts glass for p ≤ 4. We present a general scheme for deriving an asymptotic solution with an arbitrary number of discrete hierarchies of broken replica symmetry near the critical temperature for both models, and close to the de Almeida- Thouless instability line in the SK model. We show that in the SK model all solutions with finite many hierarchies are unstable and only the scheme with infinite many hierarchies becomes marginally stable in the spin-glass phase. For the Potts glass, we find, moreover, an one-step RSB solution which co- exists with the infinite RSB solution for p > p∗ ≈ 2.82. The former solution is locally stable but has lower free energy than the latter which is marginally stable and has the highest free energy. 1

La prévention et le diagnostic précoce de l’insuffisance rénale aiguë (IRA) sont primordiaux pour réduire son incidence et ses complications. Or, plusieurs études ont relevé un manque de connaissances en matière d’IRA chez les infirmières et infirmiers de soins intensifs. Le but de ce projet était d’évaluer les résultats d’une activité de formation continue, destinée aux infirmières et infirmiers de soins intensifs. Les questions d’évaluation portaient sur : 1) la satisfaction, 2) les connaissances avant et après la formation, 3) l’intention de changement de comportement et 4) la mise en application des apprentissages dans la pratique clinique. Le modèle de Kirkpatrick et Kirkpatrick (2016) a été le cadre de référence de ce projet. Réalisé à partir de données qualitatives et quantitatives, un devis d’évaluation sans groupe témoin (n=6) a été employé. Quatre questionnaires autoadministrés ont été utilisés comme méthode de collecte des données. Les résultats ont montré des niveaux de satisfaction élevés. Avant la formation, les connaissances des participantes étaient considérées « acceptables ». Elles sont passées à un niveau « adéquat » immédiatement après la formation et sont restées stables par la suite. De plus, la plupart des participantes ont indiqué une intention positive de changer leurs comportements en lien avec l’IRA aux USI. Enfin, les résultats ont révélé que deux tiers des participantes ont eu l’occasion d’appliquer les nouvelles connaissances dans leur pratique clinique. Une telle formation ayant la capacité d’apporter un changement de pratique en améliorant les connaissances des infirmières, pourrait donc, à l’avenir, inspirer des activités de formation continue dans ce domaine. / Prevention and early diagnosis of acute kidney injury (AKI) are crucial to reduce its incidence and complications. However, several studies have highlighted a lack of knowledge regarding AKI among intensive care nurses. The aim of this project was to assess the outcomes of such continuing education on AKI, designed for intensive care nurses. The evaluation questions focused on 1) satisfaction, 2) knowledge before and after training, 3) intention to change behaviour, and 4) the application of learning in clinical practice. Kirkpatrick et Kirkpatrick (2016) model was the framework of this project. With qualitative and quantitative data, an evaluation design without a control group (n=6) was used. Four self-administered questionnaires were employed as a data collection method. The results showed high levels of satisfaction. Before the training, the participants’ knowledge was considered "acceptable". It improved to an "adequate" level immediately after the training and remained stable thereafter. Moreover, most participants indicated a positive intention to change their behaviours related to AKI in the ICU. Finally, the results revealed that two-thirds of the participants had the opportunity to apply new knowledge in their clinical practice. Thus, such training, having the potential to induce a change in practice by improving nurses’ knowledge, could, therefore, inspire future continuing education activities in this area.

Worldwide, people who are unable to study full-time at residential higher education institutions choose distance education as their mode of study. Such students who are mostly employed adults with multiple responsibilities face many challenges in the process. Students majoring in Mathematics often struggle to master the mathematics content of the major modules and therefore have to attempt the examination several times. The UODL at the Potchefstroom campus of the NWU incorporated IWBs as learning technology in order to improve the communication and support to their students. This study aims to determine how scaffolding of mathematics concepts can be facilitated via IWBs in order to enhance the learning experience of teacher-students towards their understanding of the fundamental principles of mathematics. The study is based on the Stoner model for implementing ICT learning technologies and the focus of the study relates specifically to the design integration phase of the Stoner cycle. The population for the study consisted of all OLG teacher-students who were registered for NWPK 512—a mathematics major module within the ACE programme. A group of ten participants attending at the White River centre and a control group of ten participants from another centre were used during the study. The study followed a mixed-method research design and was performed according to a Kirkpatrick evaluation for training programmes which involves evaluation on five different levels, namely reaction, perception whether learning occurred, change in behaviour, results and return on investment. The qualitative data were analysed through ATLAS.ti ™ augmented with descriptive statistical techniques. Descriptive statistical techniques and effect sizes were calculated to analyse the quantitative data. Reliability and validity of the instrument were calculated. Findings of the study indicated that scaffolding of mathematical concepts via IWBs enhanced students’ understanding of the fundamental concepts of mathematics. The group of participants performed significantly better after they have attended the scaffolding IWB sessions. The introduction to and incorporation of scaffolds for learning mathematics over distance can create an environment of effective mathematics education for all teacher-students as well as for the students in their respective classrooms. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

Worldwide, people who are unable to study full-time at residential higher education institutions choose distance education as their mode of study. Such students who are mostly employed adults with multiple responsibilities face many challenges in the process. Students majoring in Mathematics often struggle to master the mathematics content of the major modules and therefore have to attempt the examination several times. The UODL at the Potchefstroom campus of the NWU incorporated IWBs as learning technology in order to improve the communication and support to their students. This study aims to determine how scaffolding of mathematics concepts can be facilitated via IWBs in order to enhance the learning experience of teacher-students towards their understanding of the fundamental principles of mathematics. The study is based on the Stoner model for implementing ICT learning technologies and the focus of the study relates specifically to the design integration phase of the Stoner cycle. The population for the study consisted of all OLG teacher-students who were registered for NWPK 512—a mathematics major module within the ACE programme. A group of ten participants attending at the White River centre and a control group of ten participants from another centre were used during the study. The study followed a mixed-method research design and was performed according to a Kirkpatrick evaluation for training programmes which involves evaluation on five different levels, namely reaction, perception whether learning occurred, change in behaviour, results and return on investment. The qualitative data were analysed through ATLAS.ti ™ augmented with descriptive statistical techniques. Descriptive statistical techniques and effect sizes were calculated to analyse the quantitative data. Reliability and validity of the instrument were calculated. Findings of the study indicated that scaffolding of mathematical concepts via IWBs enhanced students’ understanding of the fundamental concepts of mathematics. The group of participants performed significantly better after they have attended the scaffolding IWB sessions. The introduction to and incorporation of scaffolds for learning mathematics over distance can create an environment of effective mathematics education for all teacher-students as well as for the students in their respective classrooms. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

This study evaluated the effectiveness of the relationally based “Calm-Driven” Service (CDS) training program from the New World Kirkpatrick model perspective. The CDS training program is designed to help automotive professionals in sales and service to relate to their customers by (a) thinking in a different way about human relationships, and (b) realizing their own role in relationships and behavior. The CDS training program is based on the relational systems theory concepts of relational triangles, chronic anxiety, and differentiation of self from the Bowen Family Systems Theory. The results suggest that the participants had a positive reaction to the training program. Specifically they found the training favorable, relevant to their professional needs, engaging, comprehendible, and capable of creating change in educational experience through time (level 1: reaction). They gained the intended knowledge, skills, attitude, confidence, and commitment to apply newly gained knowledge on the job (level 2: learning). Participants’ behavior changed in their ability to relate to their customers by being (a) able to think in defined ways, and (b) realize their own role in relationships and behavior. Notably, newly learned behaviors were maintained two months after the training program was complete due to a successful monitoring, reinforcing, encouraging, and rewarding system (level 3: behavior). The improvement of the associates’ relational skills indicates that the training helped the organization to move on track to their overall goal, which is to help the stakeholders to become the number one volume dealer (level 4: results). Evaluation results demonstrate that relational training based on the Bowen Family Systems Theory could be successfully implemented and show positive results for the organization and their associates. Therefore, it is recommended that marriage and family therapists, as specialists in relational systems thinking, would focus future research on development, application, and evaluation of relationally based trainings.