The purpose of this study was to determine perception and training needs of Mississippi State University Extension agents in organic agriculture. The study followed the Borich Needs Assessment Model. Data were collected via Qualtrics. The population of the study was 154 Mississippi State University Extension agents with 77 Extension agents responding to the questionnaire. Most agents were 40 to 49 years old with an almost equal percentage being male and female. The majority of agents (75.3%) had master’s degree. More than one third of the agents indicated the level of demand towards raising livestock organically had stayed the same. Also, approximately 40% of agents indicated the level of demand towards growing row crops had stayed the same. However, more than one half of agents indicated the level of demand towards growing produce organically had increased. The level of confidence of Mississippi State University Extension agents in conducting activities in organic agriculture was ranged from M = 2.50 to M = 3.56 on five-point scale. The mean of the Extension agents’ perception towards organic agriculture ranged from M = 2.52 to M = 3.98 on five-point scale. The five organic agriculture topics that had the highest mean weighted discrepancy score (MWD) were “Appropriate amounts of bioertilizers to use in organic agriculture”, “Appropriate amounts of Integrated Pest Management (IPM) in organic agriculture”, “Organic certification”, “Organic agriculture standards”, and “Types of bioertilizers used in organic agriculture”. Regarding the relationship between selected demographic characteristics and training needs, significant differences existed among age groups in only three topics with significant differences among gender found in 10 topics. Furthermore, significant differences were found between agents’ experiences groups in one topic. Moreover, significant differences among the highest level of education groups were found in 4 topics. Significant differences among the number of trainings groups were found in only one topic. Since more than one-half of Extension agents had no trainings regarding organic agriculture and Extension agents need high training in approximately one-half of the 29 organic agriculture topics, Mississippi State University Extension needs to provide more training and programming in organic agriculture via formal and/or nonormal education.

One of the fastest growing areas of law enforcement in the state of Texas today is school district policing, with many of the Independent School District (ISD) departments having been formed within the past 10-12 years. Without a formal structured plan of its own, training programs for the school district police officer have often followed the template of other local and state policing organizations to determine their own in-service training curriculum. Unfortunately, following the guidelines and programs set up by these outside policing organizations has led to training that is not indicative of the school district police officers bona fide training needs. This research first focused on identifying the internal and external constraints that are operating from within the school district, along with influences from outside the organization that are hindering ISD police officer training. The results found budgetary issues, time issues, perceived lack of training support from the school district administration, a lack of a training needs analysis to identify training needs, and other outside constraints (such as legislative training mandates), were hindering ISD police in-service training. Recommendations were made to seek outside assistance (grants), combined regional training efforts, organizing to seek changes in required state training mandates, educating administration in ISD policing needs, and performing a training needs analysis to identify training needs. The second focus identified the unique tasks of the school district police officer in order to provide the school district policing organizations with specific task information regarding the daily tasks of the school district police officer. Twenty eight unique police officer tasks were then identified through group sessions held with several ISD policing organizations. The tasks were then listed in order of criticality and frequency, and two lists were made from the returns. One related to overall task importance and the second list was ordered by agency size, as it was believed that the agencies may differ in focus and responsibilities by departmental size. This combination of an organizational analysis and a task analysis is expected to provide the ISD policing organizations with the information from which a sound training program may be designed.

One of the fastest growing areas of law enforcement in the state of Texas today is school district policing, with many of the Independent School District (ISD) departments having been formed within the past 10-12 years. Without a formal structured plan of its own, training programs for the school district police officer have often followed the template of other local and state policing organizations to determine their own in-service training curriculum. Unfortunately, following the guidelines and programs set up by these outside policing organizations has led to training that is not indicative of the school district police officers bona fide training needs. This research first focused on identifying the internal and external constraints that are operating from within the school district, along with influences from outside the organization that are hindering ISD police officer training. The results found budgetary issues, time issues, perceived lack of training support from the school district administration, a lack of a training needs analysis to identify training needs, and other outside constraints (such as legislative training mandates), were hindering ISD police in-service training. Recommendations were made to seek outside assistance (grants), combined regional training efforts, organizing to seek changes in required state training mandates, educating administration in ISD policing needs, and performing a training needs analysis to identify training needs. The second focus identified the unique tasks of the school district police officer in order to provide the school district policing organizations with specific task information regarding the daily tasks of the school district police officer. Twenty eight unique police officer tasks were then identified through group sessions held with several ISD policing organizations. The tasks were then listed in order of criticality and frequency, and two lists were made from the returns. One related to overall task importance and the second list was ordered by agency size, as it was believed that the agencies may differ in focus and responsibilities by departmental size. This combination of an organizational analysis and a task analysis is expected to provide the ISD policing organizations with the information from which a sound training program may be designed.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1998. / Includes bibliographical references.

Akademisk avhandling--Lund. / Extra t.p., wih thesis statement, inserted. Bibliography: p. 81-83.

Akademisk avhandling--Lund. / Extra t.p., wih thesis statement, inserted. Bibliography: p. 81-83.

Public Article / The Constitution of the Republic of South Africa, 1996 (Act 108 of 1996) and conclusive Acts record that effective human-resource management, career-development and training practices must be cultivated to maximise human potential. The unique nature and wide range of activities of the South African National Defence Force assign exceptional demands on the management expertise of military commanders. Therefore, the importance of effective training and for the purpose of this article, effective management training for mid-level commanders is indisputable. Against this background, a new management model is presented and the resulting training needs are empirically investigated in this article. Both qualitative and quantitative methods were used in the survey, targeted 165 mid-level commanders in the South African National Defence Force. The empirical results of the study suggested that the existing management training for mid-level commanders fails to meet expectations primarily because of the non-existence of an appropriate management model. Thus, the article present a contemporary management model as foundation for management training of mid-level commanders in the South African National Defence Force. The management model also sanctions applicable standards for the development of management skills and appropriate competencies of military commanders.

The purpose of this study was to improve instructional system design at Small Business Development Centers by developing a best practice model for assessing client training needs. Two research questions were addressed: 1. Is self-directed learning an appropriate framework for instructional system design at Small Business Development Centers? 2. What are the components of a self-directed learning-based model for assessing the training needs of Small Business Development Center clients in Small Business Management programs? The theoretical framework that guided the research was constructivism. METHODS: Data collection included: 1) reviews of self-directed learning, instructional system design, needs assessment and Small Business Development Center literature; 2) preliminary interviews of Small Business Development Centers clients and instructors and university professors; 3) facilitation of a Delphi Method (using email); and 4) final interviews of the Delphi panelists. Analysis included qualitative and quantitative techniques. Findings included the compatibility of self-directed learning with Small Business Development Center educational practices and Delphi panel consensus on 34 training needs assessment items. CONCLUSIONS AND RECOMMENDATIONS: The conclusions were: 1. Self-directed learning is an appropriate framework for instructional system design at Small Business Development Centers. 2. Knowles' Andragogical Process Model is an appropriate foundation upon which to design instructional systems for Small Business Development Centers. 3. A self-directed learning-based training needs assessment model that incorporates the components of Knowles' Andragogical Process Model serves the needs of clients enrolled in the Small Business Management program at Small Business Development Centers. 4. Self-directed learning-based instructional systems for graduate programs in business and adult education will prepare personnel qualified to improve Small Business Development Center and other adult education programs. A model for assessing client training needs at Small Business Development Centers was developed from this study. The model illustrates the integration of self-directed learning with instructional design in Small Business Management programs. Recommendations were made for program development and further research. Self-directed learning-based instructional designs were recommended for Small Business Development Center and adult education program developers. Research is needed to test the model and to conduct action research that includes Small Business Development Center instructors and clients and university professors. / Graduation date: 1997

To enhance the managerial competencies of an enterprise has become one of the most important factors to advance its competitive capacity in addition to the prices and quality of products. For an enterprise, the executives¡¦ managerial competencies are essential to its continuous development. There are two intentions of this research. First, to acquire the factors that will effect the managerial competencies of the executives and the required managerial competencies of an individual or organization. Second, to investigate the appropriate managerial competencies training needs according to the personal characters in order to shorten the training period and reduce the training cost in response to the competition of this electrical age. Through the researches of documents, cases, assessments of managerial abilities and questionnaires, I found that the assessment could illustrate the differences of executives¡¦ managerial competencies. An enterprise needs to train its personnel according to individual preferences and the firm¡¦s weakness to avoid wasting training resources. As to the training needs of executives¡¦ managerial competencies, the best methodology is to strengthen the weaknesses and adopt the training methods as ¡§Case Studies¡¨, ¡§Simulation and Practice of role-play¡¨, and ¡§Group Discussion¡¨. Regarding the abilities of administration, communication, supervisory, and cognition, the training would be better with ¡§Lessons-Giving Pedagogy¡¨. Besides, it is necessary to adopt appropriate methodology according to the training of a certain managerial competencies. ¡§Intranet Learning Methodology¡¨ is a trend of current times. It is revealed in the research that the younger executives usually more acknowledge its training effects. The best training methodology could not satisfy everyone. According to the analysis of training requirements, the effect of several well-evaluated training methods actually varies according to several personal characteristics such as their expertise, positions, seniority, education, or ages. The best training efficiency should be based on the consideration of these individual features when designing the training. ¡§The most important administrative policy is to use the right person for the right position.¡¨ This research possesses practical values on the education of enterprises¡¦ executives and the innovation of training modes. Its extensive application will be helpful to develop the executives¡¦ managerial competencies of the enterprises.

This social work research study explores whether members of the legal profession are aware of the unique characteristics of a child witness that one must take cognisance of when interviewing them. This is explored by means of a questionnaire to determine if and what training needs exist with members of the legal sector with regards to the child witness. The following themes were identified from the questionnaire where members of the legal profession require further training on: child development, children's language development, children's normal sexual development, process of disclosure in sexual abuse, interviewing skills, rapport building skills, minimum age for testifying, factors determining credibility of the child witness, children's statements and report of events, truth vs. lie testing and interview protocols. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2009.