Personalen är en av organisationens främsta resurser och personalutbildning är en viktig aspekt för bibehållen konkurrenskraft och kompetens. Med den digitalisering som sker av arbetsplatsen, lockar digitala personalutbildningar organisationer med löfte om lägre kostnader och lättare tillgänglighet. Denna kvalitativa studies syfte är att ta del av medarbetarnas perspektiv och tankar kring personalutbildning, både traditionell och digital, samt de eventuella skillnader som de upplever. Med Banduras social learning theory som teori och narrativ analys som metod får medarbetarna chansen att med egna ord lyfta sina upplevelser och ge ord för vad de uppfattar som viktigt. Studien finner att digitala personalutbildningar verkar ställa högre krav på utbildare och ämnesval, då medarbetarnas deltagande via dator gör att de lättare och snabbare finner sig distraherade av annat. De sociala personmötena förknippade med traditionell personalutbildning kan inte kompenseras av webbkameror. De slutsatser som dras i denna studie är att digitala personalutbildningar överlag inte verkar lika uppskattade som de traditionella, men att detta inte nödvändigtvis är på grund av att digitala personalutbildningar är sämre i sig, utan snarare att deras utformning av undervisare kan vara bristande. / The staff is one of the organizations main resources and staff training is an important aspect of maintaining competitiveness and competence. With the digitalisation of the workplace, digital staff training attracts organizations with promises of lower costs and easier access. The purpose of this qualitative study is to take part of the employees perspective and thoughts on staff training, both traditional and digital, as well as possible differences that exists. With Bandura’s social learning theory as theory and narrative analysis as methods the employees are given the chance to express their own experiences in their own words and give voice for what they perceive as important. The study finds that digital staff training seems to come with higher demands on both educators and subject choices, as employees participation via computers makes it faster and easier for them to find themselves distracted by other things. The social meetings in person associated with traditional staff training cannot be compensated by web cameras. The conclusions drawn in this study are that digital staff training overall does not seem as appreciated as the traditional alternative, but this does not necessarily mean digital means are inherently worse, but rather that the format of the staff training as designed by educators may be lacking.

The current global labor market tends to be knowledge based and workers are consistently required to develop new competencies and adapt to changing environments. Bank employees in Nigeria do not have training that sustains future employment in other sectors, largely as a result of regulatory requirements that impede the development of soft skills and life-long learning opportunities. Little attention has been given to the lived experiences of these bank employees who are currently faced with the challenges posed by globalization and technology adoption. Guided by institutional analysis and development theory (IAD), this exploratory study examined the regulatory framework guiding bank employee career advancement in Nigeria. Qualitative data were collected from a total of 57 participants using semi-structured interviews administered on the three population samples drawn from the regulatory institutions, a pool of ex and current bank staff with a minimum of 8 years in the banking sector. Transcribed data were open coded, and then subjected to a thematic analysis procedure. The results offered a correlative effect and social cost of poor employee training to national development. The results indicated that competitive edge of Nigerian bank workers can be enhanced through acquisition of skills and training that will boost post-banking career transition opportunities. The positive social change implications of this study include recommendations to the three critical demographic blocks; the regulators, the banks and the bank employees. Recommendations of this study can improve the lives of many bank employees including those in other sectors, the economy, and the lives of those in the community.

Active shooter events in the U.S. are occurring more often in commercial environment and schools. In these emergency situations educators must quickly decide to complete actions that will protect themselves and their students. Typically, during these situations, the educator should complete in a run, hide, or fight sequence of behaviors. The educator must also consider challenges for their student’s particular disabilities during these situations. Interactive computerized training (ICT) may be one easy method to teach educators these procedures. The purpose of this study was to explore the effectiveness of interactive computerized training to help educators learn how to respond during two active shooter situations when caring for an individual with autism spectrum disorder. After completing the 90 min interactive computerized training, all educators responded correctly to each type of active shooter situation. These correct responses continued after a 2-week period without practice.

Observing emotional responses is recognized as a valuable clinical skill in a variety of professions, including applied behavior analysis. Emotional responses can flag possible contingencies thereby guiding a behavior analyst to better select valid measures, goals, and procedures. Additionally, emotional responses can be goals in and of themselves. The purpose of the present study was to evaluate the effects of a workshop on the observation and description of emotional responses by behavior analysts-in-training. The procedures included instructions, modeling, practice, discussion and feedback. The workshop included a blend of trainer presentation and interteaching strategies. The effects of the workshop were evaluated using a single-subject A-B design with multiple probe measures across four students. During probe assessments participants watched short video clips of family interactions and wrote a descriptive narrative in response to several questions. This created a permanent record for quantitative evaluation and analysis. The study resulted in an increase in the number of descriptions of emotional responses among all participants. The participants also increased responses tying the emotional response to external environmental events more often in the post-workshop assessment than the pre-workshop assessment. Results are discussed within the context of training applied behavior analysts, the analysis of verbal behavior, and the role of emotions in clinical practice.

This study investigates the diversification plans and goals of four university or college campuses in California examining the insight and perspectives of their respective administrators. Diversification of the institution has been adopted as a strategic plan or mission goal. The investigation analyzes the strides made toward the goal by investigating the efforts of the institutions in the intercultural training of current staff and faculty. Where best practices for diversification of the institution at every level exist, I will review what is being done and contrast those findings with institutions where a diversification goal exists, but training programs for staff members fall short of industry and scholarly recommendations. An initial literature review shows few works dedicated to staff training in the intercultural arena for such institutions. My final goal is to identify best practices when they exist and examine the gaps in training that institutions may face.

Numerous works and conclusions of founders of the theory of a human capital come to conclusion that people enhance the capabilities of producers and consumers by means of investment in themselves. The most important types of investments in the person usually consider education, preparation on production. As a rule, at each enterprise there is a system of employee development which task includes improvement of quality of a manpower. / Многочисленные работы и выводы основоположников теории человеческого капитала приходят к заключению, что люди совершенствуют свои способности производителей и потребителей при помощи инвестирования в самих себя. Важнейшими видами вложений в человека обычно считают образование, подготовку на производстве. Как правило, на каждом предприятии есть система развития кадров, в задачу которой входит повышение качества трудовых ресурсов.

The master thesis consists of introduction, three chapters, conclusion, bibliography, applications. In the theoretical part presents the basic concepts, forms and methods of training. In the practical part describes the general characteristics of the organization under study, conducted a of the system for training new employees in the field of IT- recruitment at the enterprise. On the basis of the obtained data, recommendations for improving the system of training new employees in the field of it recruitment were developed. In conclusion, summarized in accordance with the tasks. / Магистерская диссертация состоит из введения, трех глав, заключения, библиографического списка, приложений. В теоретической части представлены основные понятия, формы и методы обучения. В практической части описывается общая характеристика исследуемой организации, проведено исследование системы обучения новых работников в сфере ИТ-рекрутмента на предприятии. На основе полученных данных разработаны рекомендации по совершенствованию системы обучения новых сотрудников в сфере ИТ-рекрутмента. В заключении подведены итоги в соответствии с поставленными задачами.

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Active engagement is important in enhancing the quality of life of individuals with intellectual and developmental disabilities being served in residential programs. In addition, focusing on socially significant goals and communication is essential to ensure quality treatment. The following study examined the use of employee training in combination with positive reinforcement and in vivo coaching and modeling in a Behavioral Skills Training model to increase the efficacy and consistency of active engagement from direct care employees aimed toward clients with intellectual and developmental disabilities in a residential setting. The results of the current study demonstrated that direct care workers can be trained to increase active engagement with residents with developmental disabilities. Further, the study demonstrated that the instructional training method alone reflected a small increase in skill acquisition. However, more socially significant changes resulted from the establishment of the in vivo modeling component of Behavior Skills Training in relation to the skill development of direct care employees. / Psychology