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Unintended consequences among trainers delivering structured on-the-job training In a Korean organizationCho, Dae Yeon 17 June 2004 (has links)
No description available.
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The Effects Of Cooperative Learning On Learning Outcomes And Reactions To Training In An In-service Training CourseGokmen, Suheyla 01 March 2009 (has links) (PDF)
The purpose of this study is to compare the effects of cooperative learning method and individualistic learning method on learning outcomes and training reactions of adults participating an in-service training course. The study was conducted with 42 adults in pilot study and 92 in main study conducted in a government bank. Subjects were randomly assigned to two pilot study groups and four main study groups.
Two different training programs were developed, one for individualistic learning, and the other for cooperative learning in order to test the effect of each method on learning outcomes and training reactions. The content and length of the training programs taught were held constant, and duration of training was totally 15 hours (3 hours in each of the five days). Participants, in all groups, learned the same topic of &ldquo / Structured On-the-Job Training&rdquo / and were taught by the same trainer.
Cooperative learning groups worked on the exercises structured with the five basic elements of cooperative learning, and the individualistic learning groups worked as individually with the instructor calling on participants at random. Learning Outcomes Tests were administered at the end of each day to measure cognitive learning outcomes, which learners attained during the Training. Training Reactions Questionnaire was administered at the end of the Training.
A significant difference between the cooperative learning group and the individualistic learning group was examined concerning learning outcomes as a result of ANCOVA by using the age as covariate. Subjects in the cooperative learning group had a significantly higher level of Learning Outcomes Test score than did those in the individualistic learning group. However, there was no significant difference between the cooperative learning groups and individualistic learning groups based on their training reactions.
This study indicated that cooperative learning appears to be a method of instruction that is well suited to the needs of adult learners. Subjects of the study learned more through the cooperative learning method than individualistic learning method that was used. They responded to training as much positive as their counterparts learning in individualistic learning group. Results of the study suggest that structuring positive social interdependence in the classroom through cooperative learning procedures can be used effectively within adult education and specifically training settings.
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A COMPARISON OF THE INFLUENCES OF DIFFERENT TRAINING APPROACHES ON TRAINEES’ PERCEPTIONS OF SELF-EFFICACY TO ACHIEVE TRAINING OUTCOMES AMONG BANKERS IN TAIWANHuang, Wen-Rou January 2009 (has links)
No description available.
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Effect of computer based training and testing on structured on–the–job training programs / M.A. AgbogoAgbogo, Adakole Michael January 2010 (has links)
Human capital is the only resource within an organisation that can learn. Developing high
levels of competence in employees is one of the most challenging issues in organisations.
Off–the–Job training programs either miss the mark or are too far away from the performance
setting to have the desired impact on employee competence. Studies have shown that
unstructured On–the–Job Training (OJT) leads to increased error rate, lower productivity and
decreased training efficiency, compared to structured On–the–Job Training(S–OJT).
The proven efficiency and effectiveness of S–OJT make it especially suitable to meet this
challenge. Though S–OJT has been around for a while there has not been a proper integration
of technology into the process. Every training approach, including S–OJT, is merely a means
to an end, not an end in itself. The use of S–OJT helps to develop consistent appropriate
levels of employee competence. When employees have these competencies e.g. better
knowledge of the production processes, they can increase productivity, complete projects on
time, lower defect rates, or achieve other outcomes of importance. These are the outcomes
that matter to the organisation and the effectiveness of S–OJT should be judged from this
perspective.
Researchers have consistently found that one way to improve learners' success is to increase
the frequency of exams. Classes meet for a set number of times. An instructor's decision to
give more exams typically means that students have less time for learning activities during
class meetings. How then can one have the best of both worlds, increasing the number of
assessments and at the same time having enough time for learning activities? This can only
be accomplished by integrating computer–based assessment into S–OJT programs.
Computer–based testing and training can provide flexibility, instant feedback, an
individualised assessment and eventually lower costs than traditional written examinations.
Computerised results create opportunities for teaching and assessment to be integrated more
than ever before and allow for retesting students, measuring growth and linking assessment to
instruction.
This research aims to evaluate the effectiveness of integrating computer–based testing and
training into S–OJT programs using the Air Separation unit of Sasol Synfuels as a case study. The null hypothesis is used to investigate the draw backs of OJT and S–OJT programs. A framework is also developed for the effective integration of CBT into S–OJT programs. / Thesis (M.Ing. (Development and Management))--North-West University, Potchefstroom Campus, 2011.
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Effect of computer based training and testing on structured on–the–job training programs / M.A. AgbogoAgbogo, Adakole Michael January 2010 (has links)
Human capital is the only resource within an organisation that can learn. Developing high
levels of competence in employees is one of the most challenging issues in organisations.
Off–the–Job training programs either miss the mark or are too far away from the performance
setting to have the desired impact on employee competence. Studies have shown that
unstructured On–the–Job Training (OJT) leads to increased error rate, lower productivity and
decreased training efficiency, compared to structured On–the–Job Training(S–OJT).
The proven efficiency and effectiveness of S–OJT make it especially suitable to meet this
challenge. Though S–OJT has been around for a while there has not been a proper integration
of technology into the process. Every training approach, including S–OJT, is merely a means
to an end, not an end in itself. The use of S–OJT helps to develop consistent appropriate
levels of employee competence. When employees have these competencies e.g. better
knowledge of the production processes, they can increase productivity, complete projects on
time, lower defect rates, or achieve other outcomes of importance. These are the outcomes
that matter to the organisation and the effectiveness of S–OJT should be judged from this
perspective.
Researchers have consistently found that one way to improve learners' success is to increase
the frequency of exams. Classes meet for a set number of times. An instructor's decision to
give more exams typically means that students have less time for learning activities during
class meetings. How then can one have the best of both worlds, increasing the number of
assessments and at the same time having enough time for learning activities? This can only
be accomplished by integrating computer–based assessment into S–OJT programs.
Computer–based testing and training can provide flexibility, instant feedback, an
individualised assessment and eventually lower costs than traditional written examinations.
Computerised results create opportunities for teaching and assessment to be integrated more
than ever before and allow for retesting students, measuring growth and linking assessment to
instruction.
This research aims to evaluate the effectiveness of integrating computer–based testing and
training into S–OJT programs using the Air Separation unit of Sasol Synfuels as a case study. The null hypothesis is used to investigate the draw backs of OJT and S–OJT programs. A framework is also developed for the effective integration of CBT into S–OJT programs. / Thesis (M.Ing. (Development and Management))--North-West University, Potchefstroom Campus, 2011.
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