Psychological optimisation is discussed and its personality profile is constructed, in terms of intrapersonal (cognitive, affective and conative) and interpersonal characteristics. Training competence is discussed and its personality profile is constructed, in terms of knowledge, attitudes, values and skills. These two personality profiles are integrated and it is found that there is a theoretical relationship exists between psychological optimisation and training competence. This leads to the research hypothesis. The empirical study is conducted among 106 lecturers at a tertiary institution. The Personal Orientation Inventory (POl) and in-depth interviews are used to measure psychological optimisation and training competence respectively. The results confirmed the hypothesis indicating that a competent trainer is a person having strong self-actualising tendency and characteristics of objectivity, self-sensitivity, internal locus of control and accommodating interpersonal relationships. Recommendations are made in order to optimise training competence. / Industrial and Organisational Psychology / MCom (Industrial Psychology)

Psychological optimisation is discussed and its personality profile is constructed, in terms of intrapersonal (cognitive, affective and conative) and interpersonal characteristics. Training competence is discussed and its personality profile is constructed, in terms of knowledge, attitudes, values and skills. These two personality profiles are integrated and it is found that there is a theoretical relationship exists between psychological optimisation and training competence. This leads to the research hypothesis. The empirical study is conducted among 106 lecturers at a tertiary institution. The Personal Orientation Inventory (POl) and in-depth interviews are used to measure psychological optimisation and training competence respectively. The results confirmed the hypothesis indicating that a competent trainer is a person having strong self-actualising tendency and characteristics of objectivity, self-sensitivity, internal locus of control and accommodating interpersonal relationships. Recommendations are made in order to optimise training competence. / Industrial and Organisational Psychology / MCom (Industrial Psychology)

Empirically supported treatments (ESTs) now exist for a variety of psychological disorders; however, few individuals have access to these treatments and even fewer receive them in well delivered form. This has been termed the research-practice gap. It is likely that a combination of factors contribute to individuals not receiving good quality ESTs. One major reason is the limited availability of effective training in these treatments. Although many therapists wish to learn such treatments, they seldom have the opportunity as training relies on scarce expert resources and is costly. Furthermore, relatively little is known about the effectiveness of this method or how best to train clinicians: despite having evidence-based treatments, there are no evidence-based trainings. This dissertation examined one example of an EST - enhanced cognitive behavior therapy for eating disorders (CBT-E) - with the overarching aim of evaluating both existing, and commonly accepted, training methods, as well as, newly developed more scalable ones. How best to train clinicians in CBT for eating disorders has not been investigated previously. The Kirkpatrick training evaluation framework was adopted to guide the studies. Chapter One provided an overview of the research-practice gap with a particular emphasis on the obstacles faced in training therapists. Chapter Two reviewed the literature on training in ESTs and highlighted gaps in the research evidence and areas for improvement in future studies. An important conclusion was that, although studies varied in design and the precise form and content of the training investigated, results were mostly consistent in indicating that knowledge and skills tended to improve following training. However, the outcome measures used to assess training were often poorly described with unknown psychometric properties. Perhaps most importantly the lack of clearly defined competence cut-points made interpretation difficult. In addition, much of the training investigated had limitations in terms of scalability. Chapters Three, Four and Five, aimed to overcome some of these difficulties and provided a series of studies investigating training in CBT-E. Chapter Three employed qualitative methods to investigate trainees' reaction to conventional workshop and more scalable web-based training and found that although trainees enjoyed training, they had a variety of reasons for not planning to implement the treatment as learned. Chapters Four and Five evaluated the impact of different forms of training on knowledge and skill acquisition respectively. Training in CBT-E was associated with increases in knowledge especially when paired with supervision or scalable guidance, which proved feasible and acceptable to clinician trainees. The results for skill acquisition were less clear, but the new scalable online training was associated with therapists achieving competence. Finally Chapter Six discussed the broader implications of the work and highlighted areas for future research.

Title: Athletic condition training for components of the integrated rescue system and the Army of the Czech Republic. Objectives: Description of the individual components of the Integrated Rescue System and the Army of the Czech Republic, establish their current state of condition training and design my own training model. Methods: Study of acquired materials and their organization. Factual analysis of the state of athletic condition training for components of the integrated rescue system and the Army of the Czech Republic. Results: Description of the current state of athletic condition training for components of the integrated rescue system and the Army of the Czech Republic and draft of my own training model for them. Keywords: Integrated rescue system, Army of the Czech Republic, Army sport, Athletics, Condition training, Competence.

The thesis deals with the creation of three competencies models, based on a competencies analysis for selected non-managerial job roles requiring further professional development, namely Warehouse Coordinator, Junior Accountant and Sales Administrative Assistant. The duly compiled competencies model then creates a realistice representation of the knowledge and skills the staff need for the given job role. When it comes to the professional development and training of existing staff, the competencies model is a reliable tool for identifying the educational needs of individual employees, and detecting hidden talents in good time. This makes it easier to set the developmental, educational and training activities for the employee, not only to achieve the required competencies, but also to meet the goals of the organization as a whole. The thesis contributes by having undertaken a competencies analysis and created three competencies models, together with proposals and recommendations for their use in the professional development and training of the employees concerned. The thesis is divided into two parts - the theoretical part deals with the general theoretical definitions of competencies, competencies models and staff training. The practical part of the thesis comprises an overview of the organization...