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A prototype cost estimating tool was built using an iterative design approach to help training managers assess the impact of changes in the training environment on course life cycle costs. In the first of two evaluations, training managers evaluated the prototype tools during a demonstration for both functionality and face validity in their environment. They also evaluated the usefulness of different levels of graphics and detail in a guide designed to assist the user with the tool. Feedback from the first evaluation was used to revise the prototype tool, and the guide usefulness ratings were used to select the guide for use in the second evaluation. The impact of the guide on performance with the tool was analyzed in a second evaluation. The second evaluation analyzed the difference in performance of two groups. The first group only had the users manual to help them solve the problems. The second group had the users manual and a performance aid to help them. Subjects' performance was compared on the number of spreadsheets used, number of errors made, and the amount of time they took to complete the tasks. The two groups did not significantly differ on these measures. / Ph. D.

Der Bereich des Controllings betrieblicher Qualifikation und Bildung stellt die Controller vor erhebliche, z.T. unlösbare Probleme: Fast alles, was die Steuerung betrieblichen Lernens anbetrifft, bezieht sich auf nur schwer meßbare latente Größen. In diesem Beitrag soll die methodologische Problematik in einem zentralen Bereich der Steuerung von Maßnahmen betrieblichen Lernens angegangen werden: die Bedarfsanalyse. Zur rationalen Steuerung betrieblicher (Weiter-)Bildung ist die Ermittlung des tatsächlich vorhandenen Bildungsbedarfs unerläßlich. Nur so kann das Kriterium der Wirtschaftlichkeit von (Weiter-)Bildungsmaßnahmen erfüllt werden. Es wird dafür die Nutzung des Verfahrens der summierten Einschätzungen nach Rensis Likert (sogenannte Likert-Skalen) zur Lösung des zugrundeliegenden Meßproblems untersucht. Der Artikel liefert einen methodischen Beitrag zur Operationalisierung und Messung des Weiterbildungsbedarfs und skizziert Ansatzpunkte für weitere Forschung, um eine Anwendung in der betrieblichen Praxis zu ermöglichen.

Ruapehu is an active volcano located on the North Island of New Zealand, with the most recent major eruptions occurring in 1945, 1969, 1975, and 1995/96. Ruapehu is also home to the three major North Island ski areas, Whakapapa, Turoa, and Tukino. Because of the high frequency of eruptions, there is a significant volcanic hazard at the ski areas particularly from lahars which can form even after minor eruptions. Most recently, lahars have affected Whakapapa ski area in 1969, 1975, and 1995/96. The most significant risk at Turoa is from ballistic bombs due to the proximity of the top two T-Bars to the crater. Ash fall has also caused disruption at the ski areas, covering the snow and causing damage to structures. There is yet to be a death at the ski areas from a volcanic event; however the risk at the ski areas is too high to be completely ignored. The ski areas at Whakapapa and Turoa are currently operated by Ruapehu Alpine Lifts (RAL), who have been significantly improving their commitment to providing volcanic hazard training for their staff and preparing for handling a volcanic eruption. RAL is joined by the Institute of Geological Sciences (GNS) and the Department of Conservation (DoC) in trying to mitigate this risk through a range of initiatives, including an automated Eruption Detection System (EDS), linked to sirens and loudspeakers on Whakapapa ski areas, as well as by providing staff training and public education. The aim of this study was to provide RAL with recommendations to improve their staff training and warning system response. Staff induction week at both Turoa and Whakapapa ski areas was observed. Surveys were distributed and collected from staff at both ski areas, and interviews were conducted with staff at Whakapapa ski area. Data obtained from staff interviews and surveys provided the author with insight into staff's mental models regarding a volcanic event response. A simulation of the warning system was observed, as well as a blind test, to collect data on the effectiveness of training on staff response. Results indicated permanent and seasonal staff were knowledgeable of the volcanic hazards that may affect the ski areas, but had differing perspectives on the risk associated with those hazards. They were found to be confident in the initial response to a volcanic event (i.e. move to higher ground), but were unsure of what would happen after this initial response. RAL was also found to have greatly improved their volcanic hazard training in the past year, however further recommendations were suggested to increase training effectiveness. A training needs analysis was done for different departments at the ski areas by taking a new approach of anticipating demands staff may encounter during a volcanic event and complementing these demands with existing staff competencies. Additional recommendations were made to assist RAL in developing an effective plan to use when responding to volcanic events, as well as other changes that could be made to improve the likelihood of customer safety at the ski areas during an eruption.

Este estudo, de natureza qualitativa, tem como objectivo a análise de necessidades de formação contínua de vinte professoras que leccionam os quatro primeiros anos do ensino fundamental, em duas escolas de Lisboa e duas da cidade de São Paulo, as quais decorrem da integração de alunos com necessidades educativas especiais (NEE) no sistema regular do ensino público. Como suporte metodológico, utilizámos a entrevista semi-directiva às professoras e a consulta de documentos (legislação que suporta a integração e documentação que a situa face aos contextos em que ocorre). As necessidades de formação foram elaboradas a partir do relacionamento dos dados que resultaram da análise de conteúdo das entrevistas e da legislação, tendo em conta os estádios do desenvolvimento da carreira docente, na perspectiva de alguns autores. Os dados obtidos permitem-nos concluir que: • a entrevista se configura como um excelente instrumento de trabalho, que permite recolher informação pertinente e útil, a partir da qual é possível elaborar, em conjunto com os formandos, programas de formação; • embora a integração escolar dos alunos com NEE seja uma inovação dos dois sistemas educativos em causa, os professores não tiveram formação nesse sentido – as dificuldades/motivações para a formação contínua que nos referiram vão ao encontro das competências definidas pela legislação; • as necessidades de formação evidenciam que a grande dificuldade destas professoras consiste, sobretudo, em atender populações diversificadas; • a devolução dos dados às professoras mobilizou particularmente o corpo docente das escolas onde este estudo decorreu, o que nos leva a presumir que esta é uma estratégia de formação contínua eficaz para a integração escolar de todos os alunos e em particular daqueles que têm NEE, na medida em que contribui para (re)pensar e (re)formular práticas e metodologias de intervenção com os alunos, que podem, por outro lado, contribuir para a articulação teórico-prática da formação inicial. / The aim of this qualitative study is the analysis of in-service training needs of a total of 20 (female) teachers working in first grade schools in Lisbon, Portugal (2) and Sao Paulo City, Brazil (2). Those needs derive from the integration of pupils with special education needs in the regular state schooling system of both cities. From a methodology standpoint the study was achieved by means of (a) semi-directive interviews to the teachers and of (b) document consultation (analysis of the legislation that supports the integration and of an appropriated selection of studies, which helped to frame it within its social occurring context). By relating the data from the content analysis of the interviews with those from the legislation we have elaborated the resulting training needs, in conjunction with the development stages of teachers’ careers as defined by some authors. The collected data allowed us the following conclusions: • the interview is an excellent tool for this type of study, allowing the gathering of very pertinent and useful information, based on which training programs can be delineated and discussed, together with the trainees; • in spite of (or because of) the integration of children with special education needs being an innovation in the two considered schooling systems, the teachers lacked an appropriate training –the mentions of difficulties/motivations regarding in-service training were in line with the competencies defined in the legislation; • it stood out from the training needs that the main difficulty for the teachers was attending on diversified schooling populations; • the data feedback sessions with the interviewed teachers, conducted in their workplace, had the effect of mobilizing the whole present teaching body, too –which leads to think that this in-service training strategy is effective for the schooling integration of all pupils, specially those with special education needs, as it helps teachers to (re) think and (re) formulate practices and methods of intervening with their pupils, thus providing an articulated theory-practice contribution for the improvement of the initial training programs.

Nesta investigação é pesquisado como um grupo colaborativo pode contribuir para o processo de desenvolvimento profissional de um grupo de 5 professores de Química de escolas públicas da cidade de São Paulo. As questões de investigação foram: 1- Há modificação das visões sobre aspectos do ensino e da aprendizagem e os modelos didáticos dos docentes de Química inseridos em um grupo colaborativo?; 2- Quais são as necessidades formativas diagnosticadas em um projeto colaborativo?, 3- Qual é o potencial de um grupo colaborativo para a superação das necessidades formativas dos docentes?; 4- É possível, a partir da ATPC desenvolver um modelo de formação centrada na escola exequível na rede pública? O grupo se organizou sob a forma de ATPC (atividade trabalho pedagógico coletivo) as reuniões aconteceram entre o segundo 2012 e 2013 aos sábados em uma escola da rede estadual. Como instrumentos de coleta de dados foram utilizados inventários, entrevistas semi-estruturadas e os estágios do processo colaborativo. Os encontros foram transcritos visando identificar as necessidades formativas dos professores (CARVALHO e Gil-PÉREZ, 1995). Os achados apontam que o grupo colaborativo favoreceu a reestruturação do pensamento docente e a problematização das práticas dos professores. Nesse período os docentes puderam aprofundar alguns conhecimentos, construir novas aprendizagens, ampliar o seu repertório de atividades, rever algumas de suas crenças pedagógicas, entre outros benefícios. Foi evidenciado que o processo colaborativo foi mais efetivo para aqueles professores que explicitavam as suas dificuldades e solicitavam apoio para o grupo em suas demandas. / This work investigates how a the contribution of a collaborative group to the process of the professional development of a group of five teachers of chemistry of public schools in the city of São Paulo. The research questions were: 1- Is there modification of teacher`s views on issues of teaching and learning and didactic models of teaching chemistry into a collaborative is the potential of a collaborative group to overcome the training needs of teachers? 4- Is possible, from the ATPC develop a model of focused training in public school feasible? The group meeting as occurred in the form of ATPC (Collective Pedagogical Work Activity) meetings took place between 2012 and 2013. As instruments of data collection inventories, semi-structured interviews and stages of the collaborative process was used. The meetings were transcribed to identify the training needs of teachers (CARVALHO and GIL-PEREZ, 1995). These findings indicate that collaborative group favored the restructuring of the views of teachers about the process of teaching e learning and the questioning of teaching practice. During this period some teachers were able to deepen knowledge, build new learning, expand their repertoire of activities, to review some of their pedagogical beliefs, among other benefits. It was shown that the collaborative process was more effective for those teachers That moment your difficulties and requested support for the group in their demands.

Aims: This study aims to use trainee counselling psychologists' conceptualisations and experiences to create a research-informed model of self-care and stress. In order to do this, the study integrated the basic tenets of humanistic psychology, theory relating to human potentiality and motivation, pluralistic practice and the relevant research literature around self-care and stress in trainee counsellors, psychotherapists and psychologists. Methods: The study was qualitative in nature and utilised a theory-building case study design. The research participants where 12 trainee counselling psychologists enrolled on a Professional Doctorate in Counselling Psychology in the United Kingdom. A research-informed model of self-care and stress was developed from the relevant research and theory literature. The findings from the 12 semi-structured interviews with the trainees were applied to this model in order to contextualise and refine it. Findings: The data from the interviews was analysed using a thematic analysis and the following categories and themes were discovered: category one - conceptualisations of self-care with caring for self, caring for others and self-actualising as its lower order themes; category two - self-care strategies, with keeping work-life in balance, caring for my physical well-being, getting support from other people and realising there is more to life as its lower order themes; category three -conceptualisations of stress with theoretical understandings of stress, physical impact of stress and psychological impact of stress as its lower order themes; the final category - sources of stress with demands and pressures, financial strains, unhealthy relationships and personal and professional development as its lower order themes. Discussion: The revised research-informed model suggests a number of goals, tasks and methods of self-care and a number of practical examples for each of these areas. According to the model, the goals of self-care involve nurturing trainees' potentiality to become fully functioning trainee counselling psychologists through learning to care for self, others and self-actualising. The tasks of self-care are promoting trainees' wellbeing through meeting their training needs (social support, academic, developmental and placement). Finally, the model suggests the methods of self-care should encourage intentional individual and organisational engagement in strategies which enable trainees to meet their training needs. The study recommends the model is applicable to counselling psychology regulatory bodies and training programmes, as well as individual trainee counselling psychologists. It also proposes further development of the model through research and testing.

Magistro baigiamajame darbe analizuojamos pagrindinės Lietuvos Respublikos valstybės tarnautojų mokymo problemos. Analizuojama valstybės tarnautojų mokymą reglamentuojanti įstatyminė bazė, teoriniai (moksliniai) mokymosi modeliai, išskiriamos pagrindinės problemos, tokios kaip įstatyminės bazės netobulumas, aiškios sistemos nebuvimas, finansinės, organizacinės, techninės ir informacinės problemos. Pateikiami šių problemų sprendimo būdai. Darbe prieinama prie išvados, kad dabartiniu momentu yra jau sukurtas valstybės tarnautojų mokymo sistemos stuburas, tačiau pati sistema reikalauja nemažai patobulinimų, kadangi iki šiol valstybės tarnautojų žinių lygis nėra pakankamas užtikrinti viešosios valdžios veikimo efektyvumo. Tai įrodo visuomenės žemas pasitikėjimas valdžia bei atsilikimas nuo kitų ES valstybių. Daugiausiai prie valstybės tarnautojų mokymo sistemos tobulinimo turėtų prisidėti valstybės ir savivaldybių institucijų personalo tarnybos, tinkamai organizuodamos ir valdydamos mokymo procesą institucijos viduje, bei Valstybės tarnybos departamentas, detalizuodamas teisės aktus, leisdamas informacinius leidinius ir rekomendacijas, bei vienodindamas bendrąją praktiką mokymo srityje. Šie du subjektai turėtų prisiimti aktyvų vaidmenį ir atsakomybę už busimą valstybės tarnautojų mokymo sistemą. Darbe taip pat atlikta Lietuvos Respublikos Seimo kanceliarijos valstybės tarnautojų mokymo sistemos analizė, iš kurios paaiškėjo, kad bendrosios valstybės tarnybai būdingos mokymo... [toliau žr. visą tekstą] / This final paper analyzes the basic problems of training of civil servants in the Lithuanian Republic. The legal base of training of civil servants, theoretical (scientific) models of training is analyzed. The basic problems, which are allocated: not faultlessness of legislative base, absence of clear system, financial, organizational, technical and informative problems. Variants of the decision of these problems are given. The main conclusion of the work is that for the present moment the whole skeleton of training of civil servants is already created, but the system demands many improvements, amendments, since till now level of knowledge of civil servants is insufficient to guarantee a government overall performance. The proof is low level of trust to the government from the society, and also low indicators in comparison with EU states. Most of all efforts to improvement of system of training of civil servants should put staff departments in the state and local authorities (correctly organizing and operating process of training in an institution), and also Department of public service, which details legal documents, concerning training of civil servants, to publish information publications and recommendations, and to generalizes available practice in the mentioned sphere. These both subjects should take an active role and responsibility for the future system of training on themselves. The work also analyses the system of training of civil servants of Office of the Seimas... [to full text] / В магистерской работе анализируются основные проблемы обучения государственных служащих в Литовской Республике. Анализируется правовая база обучения государственных служащих, теоретические (научные) модели обучения, выделяются основные проблемы, такие как не безупречность законодательной базы, отсутствие ясной системы, финансовые, организационные, технические и информативные проблемы. Предоставляются варианты решения этих проблем. В работе достигнут вывод, что на теперешний момент уже создан весь скелет обучения государственных служащих, но сама система требует ещё много улучшений, поправок, т.к. до сих пор уровень знаний государственных служащих недостаточен, чтобы гарантировать эффективность работы государственной власти. Доказательством является низкий уровень доверия к власти со стороны общества, а также невысокие показатели по сравнению с государствами ЕС. Больше всего усилий к улучшению системы обучения государственных служащих должны приложить отделы кадров в государственных институциях и органах самоуправления, правильно организовывая и управляя процессом обучения внутри институции, а также Департамент государственной службы, которому следовало бы детализировать правовые документы, касающиеся обучения государственных служащих, издать информационные издания и рекомендации, и обобщить имеющуюся практику в упомянутой сфере. Эти оба субъекта должны взять активную роль и ответственность за будущую систему обучения на себя. В работе также был произведён анализ системы... [полный текст, см. далее]

Ruapehu is an active volcano located on the North Island of New Zealand, with the most recent major eruptions occurring in 1945, 1969, 1975, and 1995/96. Ruapehu is also home to the three major North Island ski areas, Whakapapa, Turoa, and Tukino. Because of the high frequency of eruptions, there is a significant volcanic hazard at the ski areas particularly from lahars which can form even after minor eruptions. Most recently, lahars have affected Whakapapa ski area in 1969, 1975, and 1995/96. The most significant risk at Turoa is from ballistic bombs due to the proximity of the top two T-Bars to the crater. Ash fall has also caused disruption at the ski areas, covering the snow and causing damage to structures. There is yet to be a death at the ski areas from a volcanic event; however the risk at the ski areas is too high to be completely ignored. The ski areas at Whakapapa and Turoa are currently operated by Ruapehu Alpine Lifts (RAL), who have been significantly improving their commitment to providing volcanic hazard training for their staff and preparing for handling a volcanic eruption. RAL is joined by the Institute of Geological Sciences (GNS) and the Department of Conservation (DoC) in trying to mitigate this risk through a range of initiatives, including an automated Eruption Detection System (EDS), linked to sirens and loudspeakers on Whakapapa ski areas, as well as by providing staff training and public education. The aim of this study was to provide RAL with recommendations to improve their staff training and warning system response. Staff induction week at both Turoa and Whakapapa ski areas was observed. Surveys were distributed and collected from staff at both ski areas, and interviews were conducted with staff at Whakapapa ski area. Data obtained from staff interviews and surveys provided the author with insight into staff's mental models regarding a volcanic event response. A simulation of the warning system was observed, as well as a blind test, to collect data on the effectiveness of training on staff response. Results indicated permanent and seasonal staff were knowledgeable of the volcanic hazards that may affect the ski areas, but had differing perspectives on the risk associated with those hazards. They were found to be confident in the initial response to a volcanic event (i.e. move to higher ground), but were unsure of what would happen after this initial response. RAL was also found to have greatly improved their volcanic hazard training in the past year, however further recommendations were suggested to increase training effectiveness. A training needs analysis was done for different departments at the ski areas by taking a new approach of anticipating demands staff may encounter during a volcanic event and complementing these demands with existing staff competencies. Additional recommendations were made to assist RAL in developing an effective plan to use when responding to volcanic events, as well as other changes that could be made to improve the likelihood of customer safety at the ski areas during an eruption.

The study sought to investigate the perceptions of TVET students regarding vocational education and its relation to the labour market. It hoped to illuminate connections or disconnections between vocational education and employment. The research emanated from the prevailing view that TVET education by its very nature is work-oriented and therefore those who enroll in TVET colleges are able to find employment. Furthermore, that conceptually the TVET curriculum was and continues to be regarded as skills-based for labour market demands thereby enhancing national competiveness and economic growth. Qualitative questionnaires, which are open-ended in nature, were used to gather facts about students’ beliefs and experiences regarding certain engineering programmes and services offered at TVET colleges. Non-probability sampling was used to select one hundred and thirteen (113) participants who voluntarily completed qualitative questionnaires, which were structured to elicit the required information, and the results reveal divergent views shared by students. There are those who feel very strongly that a TVET qualification, in engineering in particular, leads to employment due to its demand and the fact that the institution generally assists students through the placement unit makes it even easier to find employment. Other students firmly believed that whatever qualifications one attained, the world of work cannot accommodate them, as they do not have work experience. They felt this was unfair because they are unable to find employment without being properly monitored and trained by the very same industry that hopes to employ them in the near future. They argue that the only problem pertaining to unemployment is job scarcity, rather than skills scarcity. The research is framed within the human capital theory. Research findings reveal the fact that there is no link between vocational education and the labour market and as a result employment is not easy. There are personal skills required but they are not available in our educational curriculum, which focuses on educational aspirations. The research further posits five distinct but necessary interventions that students are suggesting in order to increase their lack of experience in the job market.