L’objectif de cette thèse est de proposer un rapprochement conceptuel entre deux formes de réactions en formation : la satisfaction, telle qu’elle est appréhendée dans le modèle de Kirkpatrick (1959a, 1959b, 1960a, 1960b), et l’intérêt situationnel tel qu’il est conceptualisé par Mitchell (1993), selon la perspective développementale de l'intérêt de Hidi et Renninger (2006). Pour atteindre cet objectif, dix études ont été réalisées. Les quatre premières études ont permis de développer et de valider deux questionnaires, le premier permettant de mesurer la satisfaction en formation, le second l’intention de retour en formation. Ces études apportent un soutien à une considération de la satisfaction en formation comme une satisfaction client puisqu’elle permet de prédire l’intention de retour en formation. Les cinq études suivantes ont permis de développer et de valider deux questionnaires : l’intérêt pour la formation, qui distingue l’intérêt individuel et l’intérêt situationnel, et l’intérêt thématique. Elles ont permis par ailleurs de proposer une modélisation de ces trois formes d’intérêt à partir de la distinction d'Ainley, Hidi, et Berndorff (2002). Enfin, la dixième étude a permis de mettre à l’épreuve un modèle de la satisfaction en formation prenant appui sur le modèle conceptuel de l’intérêt situationnel de Mitchell. Cette thèse a été menée dans le cadre d'une Convention Industrielle de Formation par la Recherche (CIFRE) en collaboration avec l'Association Nationale de la Recherche et de la Technologie (ANRT) et l’Institut de formation des industries de santé (Ifis) auprès de plus de 1100 salariés des industries de santé ayant suivi une formation présentielle à l’Ifis. / The aim of this thesis was to provide a conceptual link between two types of reactions in training: satisfaction, as it is understood in the Kirkpatrick model (1959a, 1959b, 1960a, 1960b), and situational interest as it is conceptualized by Mitchell (1993), with the developmental approach of interest by Hidi and Renninger (2006). The initial four studies have allowed us to develop and validate two surveys, the first to measure training satisfaction and the second to measure the intention to return for further training. These studies provide a basis for considering training satisfaction similar to customer satisfaction since it predicts intention to return for further training. Moreover, five other studies have allowed us to develop and validate two measurement tools: training interest, distinguishing individual interest and situational interest, as well as topic interest. These studies have also allowed us to build a model of three forms of interest with regards to the distinction of Ainley, Hidi, and Berndorff (2002). Finally, the tenth study challenges the model of training satisfaction based on the conceptual model of situational interest of Mitchell.This thesis was conducted as part of an Industrial Agreement for Research Training (CIFRE) in collaboration with the “Association Nationale de la Recherche et de la Technologie” (ANRT) and the “Institut de formation des industries de santé” (Ifis) with more than 1,100 French professionals from the pharmaceutical industry who received training at Ifis.

Dans cette thèse nous nous intéressons à la prédiction de la réussite à l’issue de la formation (réussite à l’examen à l’université, insertion de demandeurs d’emplois accueillis en formation) sur la base de mesures subjectives « à chaud » (satisfaction ou apprentissages subjectifs) et de variables dispositionnelles (sentiment d’efficacité personnelle, locus de contrôle, estime de soi, optimisme et évaluation centrale de soi). Les résultats montrent en rapport avec les modèles d’évaluation de la formation que les mesures subjectives « à chaud » ne sont pas de bons prédicteurs de la réussite à l’issue de la formation ou de l’insertion professionnelle. Par ailleurs, la réussite à l’issue de la formation peut parfois être prédite par les variables dispositionnelles dans la mesure où ces dernières ont des valeurs élevées, dans le cas d’obtention au préalable de bonnes notes de la part des étudiants. En effet, l’effet de prédiction disparait lorsqu’est neutralisé l’impact du niveau académique antérieur de l’étudiant. En accord avec les travaux sur la norme d’internalité, ces variables semblent des indicateurs de situations sociales de réussite préexistantes et non des déterminants directs de la réussite sociale (Dubois, 1987, 2003). Dans la seconde partie de notre thèse, nous proposons par le biais de la théorie de l’engagement d’agir sur le contexte au moyen d’une déclaration de liberté ayant pour objet la présence au cours. Des effets positifs de la déclaration de liberté, par opposition à une déclaration de contrainte, sont observés sur plusieurs résultats collectés en fin de formation (satisfaction, apprentissage subjectif). Au niveau théorique, il semble que les retours d’évaluation fournis par les formateurs pourraient affecter les variables dispositionnelles, dont font état les personnes formées, et ainsi les rendre prédictives de la réussite. Les interactions évaluatives réifieraient ainsi le lien entre variables dispositionnelles et situation de réussite. Par ailleurs le contexte de liberté induit pourrait favoriser une élévation des mesures dispositionnelles et initier les processus d’apprentissage. / This research work adresses the prediction of success after a training scheme (success in university examination, integration of job seekers after a training session) on the basis of 1/ subjective indicators at the end of training: satisfaction or subjective learning and 2/ individuals' variables (self-efficacy, locus of control, self-esteem, optimism and core self-evaluation). Our results show that, compared to training evaluation models, subjective indicators at the end of training do not appear to be good predictors of success. In addition, if individuals' variables are sometimes predictable of success, this seems to be related to the mere fact that they represent high values in students with past good results (the effect of prediction disappears when the effect of the student's past academic level is neutralized). In agreement with studies carried out on Internality Norm, such variables appear to be no more than indicators of previous social success situations, but not direct determinants of social success (Dubois, 1987, 2003). In the second part of our thesis, we propose – via the theory of commitment – to impact on participants' commitment, thanks to a statement of freedom (of choice) as to the attendance to classes. Favorable effects derived from such freedom of choice – as opposed to compulsory attendance - are observed on several results collected at the end of the training (satisfaction, subjective learning). At theoretical level, It seems that trainers' evaluation assessments could affect declared trainees' individual variables, thus making them predictive of success. Evaluation interactions are thus thought to reify the link usually considered between individuals' variables and situations of success. In addition, the context of freedom thus induced might contribute to enhanced individuals' variables as well as promote the mechanisms of learning.

Devido ao constante aumento na prevalência de obesidade e doenças relacionadas é sugerido que indivíduos obesos sejam submetidos a programas educativos para redução da massa corporal. Objetivos: avaliar os efeitos de um programa de Educação em Saúde (Educação nutricional e Educação física) voltado a um grupo de mulheres obesas. Métodos: 50 mulheres obesas foram submetidas a um programa de quatro meses envolvendo educação nutricional (1 vez/semana) e exercício físico (aeróbio e contra-resistência - 3 vezes/semana). Foram avaliadas variáveis antropométricas, metabólicas e alimentares: peso, estatura, circunferência da cintura e do quadril, composição corporal por raios X de dupla energia (DEXA), teste ergoespirométrico e gasto energético de repouso (VO2000-Imbrasport&#174;), hemograma, leucograma, perfil lipídico, glicemia, leptina, IGF-1 (Fator de crescimento semelhante à insulina-1, TSH (Hormônio estimulante da tireóide), albumina e pré albumina, 3 diários alimentares e de atividade física. Para análise dos resultados, as participantes foram distribuídas em G1 (IMC inicial < IMC final) e G2 (IMC inicial &#8805; IMC final). Resultados: No G1 houve redução de: massa corporal, IMC, CC, CQ, RCQ, gordura corporal (kg), massa corporal magra (kg) e glicemia. No G2 não foram encontradas alterações significativas nestas variáveis. Não foram encontradas diferenças significativas no GER e ambos os grupos apresentaram aumento do VO2 pico, redução da leptina plasmática e da albumina sérica. Conclusões: O programa de perda de peso realizado neste estudo foi eficiente para resultar em redução da massa corporal em 50% das participantes, apresentando também melhoras em fatores de risco para doenças cardiovasculares. Independentemente da redução da massa corporal e na massa corporal magra, programas de exercício físico sem o controle individualizado da ingestão alimentar, principalmente de proteínas, pode resultar em prejuízos para o estado nutricional de mulheres obesas. / Because of the high prevalence of obesity and its associated comorbities all over the world, it is suggested to submmit obese people to edicational weight reduction programs. Objectives: to evaluate the effects of an educational program (nutrition and physical education) in obese women. Methods: 50 obese women were submitted to a four months program of nutritional education (once a week) and exercise training (aerobic and resistance -3 times/week). They were evaluated variables related to anthropometry, metabolic and eating behavior: weight, height, waist and hip circumferences, body composition by dual X-ray energy (DEXA), aerobic power and resting energy expenditure (VO2000-lmbrasport&#174;); hemogram, leucogram, lipid profile, glucose level, leptin, IGF-1 (Insulin like growth factor-1), TSH (Tireoid stimulating hormone), albumin and pré-albumin, 3 days of food and physical activity records. The participants were distributed into the follow groups for the analysis: G1 (initial BMI < final BMI) and G2 (initial BMI &#8805; final BMI). Results: In G1 they were reduced: body mass, body mass index (BMI), waist circumference, hip circumference, waist/hip relation, fat mass (kg), lean body mass (kg) and glucose. No statistical differences were found in these parameters in G2. No statistical differences were found in resting energy expenditure in both groups and there was an increase in VO2peak, decrease in leptin and albumin concentration in both groups. Conclusions: The weight reduction program realized in this study was efficient to result weight loss in 50% of the participants, with improvements in cardiovascular risk factors. Independent of reductions on body mass and lean body mass, exercise training programs without individualized control of protein intake, especially of proteins, can jeopardize nutritional status of obese women.

This study is an in-depth overview of the critical issues impacting on skills development in the Department of Public Service and Administration (DPSA). The South African Public Service consists of individuals with their own potential and career paths. The thesis has convincingly argued that managers in the Public Service need to align the potential of their employees with organisational strategies and policies. The study has shown that the training of employees becomes a necessity when departments want to keep track and meet the expectations of their internal and external environments. The thesis proposes and has proven that an integrated approach to human resource development through the process of performance management is a vital requirement, which is critical for skills acquisition. The study, further, notes that if performance management is implemented appropriately, a viable learning organisation could be created. Linking the system of performance management with the learning organisation offers a unique perspective on integrated human resource management, and thus, an important contribution is made to understanding the theory of Public Administration as it applies to skills development. This thesis propounds the notion that evaluation seems to be the missing link in training and development of human resources in the DPSA. Research clearly indicates that the only way to ensure that training priorities are met is to make training evaluation part of the design of a training course. The model proposed in this thesis, for the evaluation of training, entails adding value to both individual and departmental performance. Detail reviews from this thesis, which are supported by both quantitative and qualitative imperatives, suggest that it now becomes essential that senior management initiates a process where individual positions, their importance and contributions, are aligned with the effective and efficient realisation of departmental strategies. The cumulative effect of this thesis resonates on an analysis of both theory and practice regarding the creation and implementation of a learning organisation, which is a landmark for international best practices in the study of public human resource development and training in South Africa. / Thesis (DPhil (Public Administration))--University of Pretoria, 2005. / School of Public Management and Administration (SPMA) / Unrestricted

Separate bibliographical references are given at the end of Chapter 7 / The general aim of this research was (1) to develop a holistic and integrated theoretical model for the effective management and evaluation of occupational learning programmes in the South African skills development context, and (2) to develop a valid and reliable measure comprising the elements and dimensions of the theoretical model. The research used a non-experimental cross-sectional survey design. Data were collected from a sample of 652 respondents comprising learning and development managers, learning and development assessors/facilitators/moderators, skills development officers/providers and apprentices/learners. The sample was drawn from organisations representing 5 Sector Education and Training Authorities (SETAs) and the South African Board for People Practices (SABPP). A selfadministered questionnaire was developed for the purposes of this research and its psychometric properties were rigorously scrutinised in accordance with the existing scale development protocols and scientific conventions. Exploratory factor analysis was conducted to establish the factorial structure of the new Learning Programme Management and Evaluation (LPME) scale. The factorial structure was confirmed using confirmatory factor analysis. Further statistical tests conducted include structural equation modelling, multi-group structural equivalence, Pearson product moment correlations, multiple regression analyses and tests for significant mean differences. The findings of this research confirmed an 11 dimensional structure LPME scale. The research confirmed the structural equivalence of the LMPE scale for males and females and type of learning programme. Age, education and occupation were found to be significant predictors of the LMPE sub-scales. This research contributed a valid and reliable LPME scale for the effective management and evaluation of occupational learning programmes in the South African skills development context. To this end, the research provides recommendations for practice and future studies. / Business Management / D. Com. (Industrial and Organisational Psychology)

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Kursutvärderingar kan ge svar på många frågor, och leda till ett väl motiverat förbättrings- och utvecklingsarbete. De kan även vara mycket svåra att genomföra. Forskning visar att utvärderingar ofta saknar tydliga mål, vilket leder till att resultaten blir svåra att använda. I detta examensarbete diskuteras kursutvärderingarna på företaget Kärnkraftsäkerhet och Utbildning. Målet är att arbetet ska leda till elevenkäter och undersökningsresultat som kan bidra till utvecklingen av kurserna vid Kärnkraftsäkerhet och Utbildning i Barsebäck. Arbetet med att skapa elevenkäterna beskrivs, och syftet bakom den nya utvärderingsmodell som enkäten är en del av undersöks.Genom intervjuer har information om avdelningens kurser, samt önskemål kring innehållet i enkäterna, samlats in. Informationen har sedan använts för att skapa relevanta enkätfrågor. Företagets utvärderingsansvariga har gett en inblick i bakgrunden till, och målen med utvärderingen. Arbetet resulterade i enkäter som ska användas för kvalitetsutveckling av kurserna vid Barsebäck. Slutsatser kunde även dras kring företagets syfte med den nya utvärderingen, samt hur synen på enkäten skiljer sig mellan de ansvariga på huvudkontoret och de kursansvariga i Barsebäck. / Course evaluations can provide answers to many different questions, and lead to informed decisions regarding the development and improvement of education. They can also be very difficult to perform. Research shows that evaluations often lack clear goals, and therefore lead to inapplicable results. In this thesis we discuss the course evaluations at Kärnkraftsäkerhet och Utbildning. We aim to produce questionnaires and findings that can be used to improve the courses at Kärnkraftsäkerhet och Utbildning in Barsebäck, Sweden. We describe the process of creating the questionnaires, and examine the purpose of the company’s new evaluation model, of which the questionnaires are an important part.Information about the courses at Barsebäck, and requests about the content of the questionnaires have been acquired through interviews. The information has been used to create relevant questions for the questionnaires. The people responsible for the evaluation have given us an understanding of its background and purpose. Questionnaires were created, that will be used to improve the quality of the courses at Barsebäck. Conclusions were made concerning the purpose of the new evaluation process, and how the view of the questionnaires differ between the people responsible and the course administrators at Barsebäck.Keywords: Course

La formation de la main-d’œuvre est l’objet d’une littérature scientifique abondante depuis plusieurs années. D’une manière générale, les principaux sujets étudiés dans la littérature scientifique, les travaux empiriques et dans les politiques publiques traitent du rendement de la formation de la main-d’œuvre ou plus récemment de la dimension stratégique de la formation de la main-d’œuvre sur la performance organisationnelle. Or, les résultats produits sont mitigés, peu convaincants, voire contradictoires (Cedefop, 2013, 2005). En conséquence, les chefs d’entreprises et les décideurs en matière de politiques publiques manquent de démonstrations claires pour évaluer les impacts de la formation sur la performance des organisations. Dans cette recherche, nous proposons justement d’apporter un nouvel éclairage théorique et empirique pour mieux comprendre les caractéristiques des entreprises qui évaluent le rendement de la formation, comment le font-elles et quelles sont les retombées perçues en la matière. Sur le plan théorique, cette recherche mobilise trois approches différentes dans un modèle analytique qui se veut intégratif. Dans la partie plutôt hypothético-déductive, la théorie du capital humain ainsi que le modèle de Kirkpatrick et de la gestion stratégique de ressources humaines permettent de vérifier la rationalité des employeurs en matière d’évaluation de la formation et de la perception de son rendement. Dans la partie la plus exploratoire de la thèse, nous avons mobilisé les pouvoirs conceptuels et explicatifs de l’approche institutionnaliste pour comprendre le comportement des organisations qui ne font pas d’évaluation formelle mais qui perçoivent quand même des retombées positives de leurs activités de formation. Sur le plan méthodologique, il s’agit d’une recherche explicative et d’une démarche en partie exploratoire quantitative faite à partir des données de l’enquête menée en 2003 par Emploi-Québec et l’Institut de la statistique du Québec auprès de 4600 entreprises assujetties à la Loi favorisant le développement et la reconnaissance des compétences de la main-d’œuvre. Nos principaux résultats de recherche soutiennent l’existence de trois types de facteurs explicatifs de la perception des retombées de la formation : des facteurs liés à l’organisation (profil et expérience en formation), des facteurs liés à la nature de la formation et des facteurs liés à l’intervention institutionnelle en matière de formation. / Labour force training has been the object of an extensive body of scientific literature for many years. In general, the main subjects examined in the scientific literature, in professional studies and in public policy discussions concern the effectiveness of labour force training and, more recently, the strategic dimension of labour force training with regard to possible effects on organisational performance. The results produced, however, have been qualified, unconvincing and at times contradictory (Cedefop, 2013, 2005). As a consequence, business leaders and public policy decision-makers lack the clear evidence needed to evaluate the impact of training on the performance of organisations. In the present study, a new theoretical and empirical perspective is offered with which to better understand the characteristics of businesses which evaluate the effectiveness of training, how the evaluations are conducted and the perceived effects thereof. In terms of its theoretical basis, this study utilises three different approaches in an integrative analytical model. In the hypothetical-deductive section of the study, the theory of human capital as well as the Kirkpatrick model and the strategic management of human resources allows for the verification of the motivation of employers with regard to training evaluation and the perception of its utility. In the more exploratory section of the thesis, the conceptual and explanatory powers of an institutionalist approach have been mobilised to understand the behaviour of organisations that do not conduct formal evaluations but which nonetheless perceive the positive effects of their training activities. In terms of methodology, this is an explicative analysis and an in-part exploratory quantitative approach based on the results of a study conducted in 2005 by Emploi-Québec and l’Institut de la statistique du Québec of businesses subject to the Loi favorisant le développement et la reconnaissance des compétences de la main-d’œuvre. Our main research findings suggest the existence of three types of factors which explain the perception of the effects of training: factors related to the organisation in question (the nature and extent of experience in training), factors related to the type of training and factors related to institutional action concerning training.

在香港的中學教育，考試主導文化乃主流，相比學科學習，非學科學習一直處於次等位置，尤以高中為甚。自二零零九年開始，其他學習經歷實施成為新高中課程中一個正規的必修部分，它包羅了五個不同非學科學習範疇，所有高中學生必需參加每一範疇的活動。鼓吹全人發展的擁護者對其他學習經歷產生莫大希冀，期望學生能從中發展均衡人生，並培養出難以從書本中學習、卻需在真實的學習經歷上體會到的正確價值觀和態度。博士生研究員進行了這項質化個案研究，以了解香港學校實施了甚麼其他學習經歷、怎樣、並為何推行。當中審視兩間學校其他學習經歷實施情況，和其中因由的相互影響過程。在批判分析並綜合校長及教師訪問，加上檢視文件後，本研究對有效實施其他學習經歷或類似的教育計畫提出了建議。 / 以 Fullan (2001a) 和Leithwood (1981) 的理論為分析框架，是次研究結果顯示政府由上而下推出的其他學習經歷已改變了香港高中學生的非學科學習。學校實施其他學習經歷得到的主要成果，乃達致了教育局在五個範疇的學習時間要求，同時，當非學科學習以具結構、並規定的其他學習經歷課程出現時，校長、教師和學生便更願意投放時間及其他資源於其中，然而尚需有更多措施以提昇其他學習經歷的質素。在各因素之中，影響其他學習經歷實施最大的因素，是社會文化觀念認為非學科學習只附屬於學科學習，這因素更抵消了學校和教師推動其他學習經歷值得敬佩的努力。在三個要素類別中，本土要素包含最多影響因素，其中教師因素最有利課程。不過實施新高中課程，包括：其他學習經歷卻令教師工作量大幅增加，妨礙其他學習經歷進一步發展。 / 建基於 Fullan (2001a)的清單，並根據本研究結果，研究員提出了十一項影響香港教育改革的因素，作為日後參考。研究對政府促進學校實施其他學習經歷作出不少建議，包括：投放更多資源，並更積極游說大學和向公眾推廣其他學習經歷。同時，學校、公眾和政府亦需要有足夠耐性，讓一個新課程慢慢在學校制度化。 / In Hong Kong, Non-academic Learning (NAL) has long played a peripheral role to academic learning in secondary school education, especially the senior secondary, because of the predominantly examination-oriented culture. First implemented in 2009, Other Learning Experiences (OLE) is now a formal, compulsory component of the New Senior Secondary Curriculum (NSSC), requiring student participation in in five areas of NAL. It has brought hopes to advocates of Whole-person Development (WPD) that students could develop a balanced life and values and attitudes that could not be learnt in textbooks but through authentic learning experiences. To understand what, how and why the OLE has been implemented, the doctoral researcher has carried out a qualitative case study examining the implementation of OLE and the interplay of factors underlying the process at two schools. Based on a critical analysis of the interviews with the parties involved in OLE implementation, including the principals and teachers, alongside scrutiny of related documents, this study presents recommendations on how OLE and similar educational initiatives can be more effectively implemented. / Analyzed using a framework developed from Fullan (2001) and Leithwood (1981), results in this study indicate that the top-down OLE stipulated by the government has effectively initiated changes in NAL of senior secondary students in Hong Kong. OLE has achieved partial success mainly in terms of meeting time requirements for the five areas set by the Education Bureau (EDB). There has also been a rise in the status of NAL now required and structured as OLE, which heightened the willingness of the principals, teachers and students to inject time and other resources to OLE. However, measures in bolstering quality of OLE have yet to be intensified. Amid the many factors, cultural and societal perceptions of NAL as subsidiary to academic learning are the major factor that counteracts the praiseworthy effort made by schools and teachers. Local factors were the most influential among the three categories of factors, with factors of the teachers presenting the most favorable effects to the curriculum. Nevertheless, the large teachers’ workload incurred by NSSC implementation hindered further development of OLE. / From the findings of this study and Fullan’s (2001a) list, the researcher has proposed a list of 11 factors to be considered in Hong Kong-based education reform initiatives. There are many recommendations concerning how the government may facilitate OLE implementation in schools, for example, by allocating more resources to relieve teachers’ workload and by being more proactive in lobbying universities as well as promoting OLE to the public. Considerable patience is also suggested for the schools, the public and the government to allow gradual institutionalization of a new curriculum in schools. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Leung, Kwok Wai Masa. / Thesis (Ed.D) Chinese University of Hong Kong, 2014. / Includes bibliographical references (leaves 293-313). / Abstracts also in Chinese.

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