The subject of this thesis is to analyze a system of education in a particular company. Teoretical part defines common definitions from the area of human resource management and focuses also on the business educational process. Practical part analyses the process of education in a company ČSOB a.s. The aim of this thesis is to present a coherent view of the educational process of the company ČSOB a.s. and submit proposals and recommendations for efficiency improvement.

Bakgrund: Sjuksköterskan riskerar i sin yrkesroll att utsättas för våld på sin arbetsplats. Enligt lag skall arbetsgivaren tillse att personal har tillräcklig utbildning för att motverka ohälsa och olycka på arbetsplatsen. Våldspreventiva utbildningar är en metod som kan användas för att minska problemet med våld på arbetsplatsen. Dock finns det begränsat med forskning som visar vilken effekt våldspreventiva utbildning har. Syfte: Syftet med litteraturstudien var att undersöka vilka faktorer i våldspreventiva utbildningar av sjuksköterskor som påverkar effekten av genomförd utbildning. Metod: Studien har genomförts som en litteraturstudie med en kvantitativ ansats. Data har samlats ur tio kvalitetsgranskade vetenskapliga artiklar. Tre teman av betydelse för våldspreventiva utbildningar identifierades i analysen; undervisningsmetod, utbildningsinnehåll och undervisningstid vilka användes för att kategorisera resultatet. Resultat: Effekten av våldspreventiv utbildning diskuterades i relation till respektive tema där det framkom signifikanta samband mellan att utbilda i deskalering samt effekt av utbildning. Även utbildning i riskbedömning genom användandet av en riskbedömningsskala gav effekt. Workshops visade sig vara en effektiv form av undervisning. Inget samband kunde hittas mellan tidsfaktorn och effekten av utbildningen. Konklusion: Resultatet i litteraturstudien visade att utbildning i våldsdeskalerade metoder samt riskbedömning av patienter var effektivt och att våldsförebyggande utbildningar företrädesvis bör ges i form av workshops. / Background: Nurses are at risk of being subjected to workplace violence. By Swedish law, the employer is obligated to prevent the risk of work-related injuries and accidents. Courses in violence prevention is a way of reducing these risks but little research is done on the effectiveness in prevention. Aim: The aim of this study was to investigate which factors in violence prevention courses for nurses that affect the effectiveness of the courses. Method: A literature review with a quantitative approach was used to investigate the subject. The sample was ten published empirical studies that were assessed for quality by the authors. Results: The result was categorized in course content, course method and course time. Effect was discussed in conjunction with each category and the results showed that courses with de-escalation gave significant results. Also courses that included risk assessment showed significance. Courses that used workshops as a primary method of training participants were effective. How long the courses were did not seem to affect the effectiveness. Conclusion: Results show that courses including de-escalation and risk assessment are effective in training nurses to avoid workplace violence and workshops are an effective method to teach violence prevention.

My master’s thesis deals with an issue of Human resources management and its development. It contains some suggestion concerning motivation of employees with new tools which the company has not used yet. The thesis also deals with the system of employees’ appraisal.

Behavioral skills training (BST) is often used to train caregivers to implement various behavior management procedures; however, additional strategies are sometimes required to promote the generalization of skills from a contrived setting to the natural environment. Generalizing skills to the natural environment requires that the caregiver's behavior transfer from control of stimuli in the contrived setting to stimuli in the natural environment, and the skill continues to be performed with high levels of accuracy. The purpose of this study was to assess the extent to which caregivers generalized the use of social reinforcement, in the form of descriptive praise, from the contrived setting to the natural environment. When caregivers failed to respond to opportunities, a progressive prompt delay was used to bring caregivers' responding under the control of relevant client behavior; feedback was used to improve the accuracy with which caregivers implemented reinforcement. Five caregivers in a large residential facility participated in the study; single-opportunity probes were used to assess caregiver's identification of opportunities and accuracy in implementing reinforcement for two defined client behaviors, compliance and appropriate attention-getting behavior. Results of the study suggest that skills failed to generalize from the contrived setting to the natural environment. However, prompting was effective in training caregivers to identify opportunities to provide reinforcement, and feedback improved implementation of reinforcement.

According to the U.S. Department of Education, in 2015, Texas special education programs were rated among the lowest in the nation. School districts in the state have a substantial need for effective and efficient staff training. In this study, researchers implemented TAPS: A Talk Aloud Problem Solving Approach Packet to teach active listener qualities to staff members in a life skills special education classroom. A multiple baseline across staff members was used to evaluate the effects of the TAPS training on the presence and absence of the staff members' active listener qualities during a pre-test, a post-test, and probes. The staff members that underwent TAPS training acquired all of the active listener qualities as a function of the TAPS training, and the effects of the training maintained during probe sessions. Additionally, TAPS training appeared to improve staff members' scores on the Whimbey Analytical Skills Inventory (WASI) Test and anecdotally improved the quality of staff and student tutoring interactions. Several areas of potential research and improvement are discussed.

No description available.

Behavior skills training is a didactic training format used to increase skill in an effective and efficient way. Video self-monitoring refers to the process of recording oneself for the purpose of self-review in order to observe and change one's behavior. The purpose of the following study was to determine if an intervention package that included Behavioral Skills Training (BST) and Video Self-Monitoring (VSM) would increase, generalize and, maintain high levels of treatment integrity of paraprofessional staff members while teaching a discrete trial training program to a student with autism. Additionally, student behavior was observed to determine if increased staff effectiveness would affect learner responding. The study found that the intervention package was effective in changing staff behavior by improving their treatment integrity. An observed change in student behavior emerged towards the end of the study when treatment integrity was high across staff members. Staff behavior generalized when the DTT program was implemented with a novel student. Additionally, maintenance of treatment integrity remained high after the intervention was withdrawn. Overall, these findings suggest that BST, followed by VSM, is an effective intervention for changing staff behavior. / Applied Behavioral Analysis

This study investigated the effectiveness of staff training and development programmes and policies at the Unisa Library. The aim of the study was to establish how staff training and development needs were met and also how staff felt about the centralisation of the Human Resources Department. Self-administered questionnaires were distributed among the Unisa Library staff including the Unisa Branch Libraries. Interviews with four divisional managers were also conducted. Staff development is an ongoing process that, by means of a systematic approach, serves to orient, train, and develop each member of the library staff to work together and to serve their customers with the skills necessary to deliver a quality service. As a result, training can be viewed as an essential vehicle to efficient and effective performance by staff and also as a process that develops the skills, awareness or expertise of staff. This is important for both professional and non-professional employees. Chapter one of this dissertation provided the orientation of this study. Chapter two looked at how the study was conducted, including the research design and methods. Chapter three provided information on the legal aspects of training and development in the workplace and what employees need to be aware of and to know. Chapter four dealt with staff training and development and a literature survey. Chapter five gave an analysis and interpretation of the research findings. Chapter six described the situation at Unisa with respect to staff training and development, while in chapter seven recommendations were made based on the findings of this study. It was found that the personal development of staff was hindered as only job - related training is supported by the Library's STD workgroup. It is recommended that a training needs analysis be compiled in the Library based on the individual staff training requirements expressed during annual performance appraisals. Fifty percent of the staff who were surveyed thought it was good to centralise the Human Resources Department. / Information Science / M. A. (Information Science)

PhD / Thesis (PhD (Business Management))--Stellenbosch University, 2008. / Organisations increasingly operate in an environment of continuous change and turbulence which places new demands on the choice of business and supportive strategies relevant not only to the sustainable competitive advantage (SCA) of the particular organisation, but also countries and the global nature in which they operate. A business-level strategy is to a large extent vested in intangible resources, specifically human resources strategy and capital, including the capabilities embodied in a productive and skilled workforce. In Africa, and South Africa in particular, there is a shortage of a workforce of such a nature. This is amongst others the result of past inequalities but also of shortcomings in current training practices in both the private and public sectors. One way to improve workforce output is though appropriate training aimed at increasing job-specific knowledge and the concomitant skills and productive behaviour. Changes and turbulence in the environment, therefore also create different challenges to training strategies and practices, with a shift from all-at-once to ongoing training with verifiable learning. In this regard instructional design (ID) models are deemed intrinsic to training strategy. In this dissertation an ID model within a particular contextualised situation is offered that broadens, deepens and extends existing ID models by positioning it within business-level strategy and by utilising a multidisciplinary approach pertinent to the new demands on training. To serve as a test-bed for the ID model it is implemented in a case organisation. The aim of the research is to evaluate the impact, based upon action standards, of the ID model on job-specific knowledge and productive behaviour and to provide an explanation of the internal construct relationships of the ID model. The purpose of the research is exploratory and interpretive, culminating in the single-case study tactic, wherein both quantitative and qualitative methods are applied. The case organisation is considered to be representative of a certain type of organisation with comparable characteristics. Where the existing literature supports the results (as in this instance), inductive generalisation facilitates the transferability and exportability of the ID model to other organisations. Results reveal a positive reaction to the ID model and a measurable increase in job-specific knowledge and concomitant productive behaviour. It is considered to be preferable over more traditional training practices. The relationships between the internal constructs of the ID model and improved job-specific knowledge and productive behaviour are seen to be facilitated by the combination and interplay of the components of the ID model. The contribution of this research is in providing and evaluating an ID model aimed at addressing the previous shortcomings in training and ID models and the application thereof in practice. Thus, the significance of the study lies in its extension of existing literature on ID models and specifically their contribution to sustainable competitive advantage, i.e. an academic theoretical contribution that extends the current body of knowledge. Particularly in its South African and African context, given the background of shortages in skills and productive behaviour and the need for fast-tracking the development of a competent workforce, the study is significant in that it provides guidelines for the practical development and implementation of a new ID model. The study makes recommendations to enhance both the formulation of the theoretical ID model as well as its practical implementation. It furthermore recommends extended research to explore the possibility of exporting the ID model to a broader range of private sector organisations as well as its possible transferability to public sector organisations.

The thesis deals with the education and development of employees in the company providing logistics services. The company wished to remain anonymous, and therefore for the purposes of the thesis entitled NOVACS. The work is divided into theoretical and practical part. The theoretical section contains basic definitions of concepts, relationships and connections related to the issue of education and staff development. The methodology used in the theoretical part includes an analysis of available literature and supplementary documents. Practical content is an analysis of staff education and development in the department of informational technologies of the company NOVACS. The practical facts are compared with findings in the theoretical part. The system of education and staff development at NOVACS is examined and assessed from the perspective of senior manager of IT department, whose job performance in the field of education and staff training and development is analyzed too. The result of the thesis are identified strengths and weaknesses of the education and development of employees in NOVACS, and the related advices and recommendations to improve the system by the author of the thesis.