"The purpose of the study is twofold. First, to determine the effectiveness of the apprenticeship training program in selected building crafts in the Dallas metropolitan area during the period September 1959 to June 1967. In order to arrive at a point of determination concerning the effectiveness of the apprenticeship, it will be necessary to delve into the organization, administration, and implementation of the apprenticeship training program as operated by the Dallas Independent School District in cooperation with the craft trades and their respective labor unions. This will include a study of apprenticeship committees, curriculum, methods of selection of apprentices, and qualifications of instructors for apprenticeship training programs. Second, to determine any weaknesses in the training programs which may exist and to make recommendations for improvement of the program." -- p. 3

A pesquisa enfoca programas institucionais de formação do professor universitário em universidades públicas. Estudos evidenciam a escassez de programas que focalizam a formação pedagógica de professores do Ensino Superior, tendo em vista construção recente do campo epistemológico da Pedagogia Universitária no Brasil. O estudo tem como objetivo investigar programas de Pedagogia Universitária em instituições do ensino superior no país. Fundamenta-se no referencial teórico a universidade pública brasileira, as políticas educativas, a Pedagogia Universitária e os saberes dos professores na construção da identidade docente. Na metodologia utiliza-se abordagem qualitativa, com instrumentos para coleta de dados (pesquisa documental e entrevistas semiestruturadas) e análise de conteúdo para estudo dos dados. Na pesquisa documental foram reunidos documentos impressos e digitais acerca dos programas de Pedagogia Universitária de cinco instituições públicas de educação superior, representativas de regiões geográficas do Brasil. As entrevistas foram realizadas com membros da equipe coordenadora de cada programa institucional e analisadas a partir da categoria central (Programas de Pedagogia Universitária) e suas dimensões: organização, objetivos, avaliação e desafios. Resultados apontam que os programas ofertam variadas ações voltadas aos seus professores, tais como, seminários de acolhimento, palestras, cursos, disciplinas, grupos de estudo, contemplando temáticas pedagógicas (docência no ensino superior) e instrumentais (orientação sobre a organização administrativa). Os entrevistados apontam como um dos principais desafios conscientizar professores a participar das atividades, fato que pode estar ligado a concepções dicotômicas de ensino e pesquisa, e ao preconceito com a Pedagogia. Assim, observou-se não somente a necessidade de políticas institucionais consistentes, como também incentivos institucionais que dialoguem com seus professores, conscientizando-os a pesquisar e a refletir pedagogicamente sobre sua prática. O campo epistemológico da Pedagogia Universitária concentra-se, prioritariamente, em fortalecer a docência da Educação Superior, valorizando o processo de ensino-aprendizagem e a formação pedagógica profissional. / The research focuses on institutional programs of university teacher training in public universities. Studies evidenced the scarcity of programs that focus on the pedagogical training of Higher Education teachers, in view of the recent construction of the epistemological field of University Pedagogy in Brazil. The purpose of this study is to investigate University Pedagogy programs in higher education institutions in the country. The Brazilian public university, the educational policies, the University Pedagogy and the teachers\' knowledge in the construction of the teaching identity are based on the theoretical reference. The methodology uses a qualitative approach, with instruments for data collection (documentary research and semi-structured interviews) and content analysis for data analysis. In documentary research, printed and digital documents about the University Pedagogy programs were gathered from five public higher education institutions, representative of geographical regions of Brazil. The interviews were carried out with members of the coordinating team of each institutional program and analyzed from the central category (University Pedagogy Programs) and their dimensions: organization, objectives, evaluation and challenges. Results show that the programs offer a variety of actions aimed at their teachers, such as, host seminars, lectures, courses, disciplines, study groups, contemplating pedagogical themes (teaching in higher education) and instrumental ones (guidance on administrative organization). The interviewees point out as one of the main challenges to educate teachers to participate in activities, a fact that may be linked to dichotomous conceptions of teaching and research, and to \"prejudice\" with Pedagogy. Thus, it was observed not only the need for consistent institutional policies, but also institutional incentives that dialogue with their teachers, making them research and reflect pedagogically on their practice. The epistemological field of the University Pedagogy concentrates, as a priority, on strengthening the teaching of Higher Education, valuing the teaching-learning process and the professional pedagogical formation.

La tesis presentada se trata de un estudio sobre la evaluación de la transferencia de la formación. Es un análisis de las opiniones de los protagonistas de la gestión de la formación (CRP’s e ICE’s) al entorno de como se hace la evaluación de la formación en la modalidad de asesoramiento en Cataluña y una sistematización de propuestas respecto de cómo podría hacerse, quienes deberían estar implicados y que procesos se deberían desplegar. El tema que aborda la tesis resulta pertinente e innovador. En primer lugar, se trata de un estudio pertinente porque cabe disponer de investigaciones que intentan mostrar la necesidad de incorporar procesos de evaluación en la formación, de forma que se pueda determinar las fortalezas y debilidades de la formación y tomar decisiones en consecuencia. A la vez, en este momento es importante interesante disponer de documentos que enfatizan la conveniencia de evaluar la transferencia de la formación, buscando la eficiencia de los procesos formativos y el impacto de ésta en los usuarios últimos. En según lugar se trata de un estudio innovador porque el campo de la transferencia de la formación se ha estudiado en otros ámbitos, pero poco en el campo educativo, donde tiene una dinámica propia, por la idiosincrasia de los fenómenos educativos, y donde cabe buscar formas diferentes de evaluar la transferencia. A un nivel formal, la tesis se estructura en 6 capítulos, de los cuales los dos primeros constituyen el marco teórico del estudio, seguidos por un capítulo del marco metodológico, el apartado de resultados se estructura en dos capítulos más y finaliza con un apartado de conclusiones. En el marco teórico se realizan aportaciones substantivas respecto al tema, combinando estudios clásicos con bibliografía actualizada. En el capítulo primer se sitúa el tema de la formación docente, aludiendo a los paradigmas, características y fases y sistematizando también las diversas modalidades existentes, con especial incidencia en la modalidad de asesoramiento, que es la que constituye el objeto de estudio. En el capítulo segundo se presenta el tema de la evaluación de los programas de formación, primer en el sentido general y siendo aplicado a la formación docente. Se abordan también las fases en la evaluación y se caracterizan los procesos evaluativos según la modalidad, con especial mención a la transferencia. Cabe destacar la importancia del punto cuatro de este según capítulo, que es donde se perfilan los retos más relevantes de la evaluación de la transferencia de la formación, que es el eje que aborda esta tesis. En la segunda parte de la tesis, dentro del marco metodológico, se caracteriza el estudio realizado como estudio de casos y se muestra la instrumentación empleada, justificando su selección, explicitando las fases de creación tanto del cuestionario como de la entrevista y los colectivos participantes en el estudio. El apartado de resultados muestra en primer lugar, de forma separada, los trabajos hechos a partir del cuestionario administrado a los responsables de los Centro de Recursos Pedagógicos de Cataluña y las aportaciones realizadas por los expertos en formación y gestión y evaluación de la formación mediante las entrevistas. A continuación se muestran las estrategias y condiciones para favorecer la transferencia. En este apartado se distinguen las consignas que han aparecido por los gestores de los procesos formativos de manera que desde el momento inicial o del diseño tengan presente qué aspectos son fundamentales para que la transferencia sea posible. Finalmente, los resultados se centran en la evaluación de la transferencia (agentes, momentos, instrumentos) y en la eliminación de las barreras que han emergido desde el estudio como elementos más obstacularizadores y que pueden dificultar este proceso. Las conclusiones se direccionan desde los aspectos más genéricos hasta los más concretos, siguiendo una secuencia que aborda ordenadamente formación, evaluación, transferencia y evaluación de la transferencia. Finalmente se diseña un borrador de propuesta de agentes y momentos para favorecer este proceso. En resumen, el estudio recoge las opiniones de los expertos dedicados a la gestión de la formación y rescata, de forma emergente, algunas propuestas para mejorarla, convirtiéndose una aportación de interés a la comunidad académica. / Doctoral thesis: "Assessment of teachers’ permanent transfer of training in the form of consultancy: a proposal towards transfer assessment" The thesis presented is a study on the training’s transfer assessment. It is an analysis of the opinions from the protagonists involved in training management (CRP's and ICE's) regarding how the training evaluation within the consultancy type has been carried out in Catalonia. It also encompasses a systematization of proposals on how this category of evaluation could be done, who should be involved and which procedures should be deployed. The matter addressed in the thesis is relevant and innovative. Firstly, the study is relevant once it makes available a research that attempt to show the need to incorporate evaluation processes within training, in a way that the strengths and weaknesses in the training process can be identified and therefore decisions can be made accordingly. Also, at this point it is important and interesting to have documents which emphasize the convenience of assessing the transfer of training, seeking the educational processes’ efficiency and its impact on the final users. Secondly, it is an innovative study because although the transfer of training field of inquiry has been studied in other aspects, little has been done in the educational field, which has its own dynamic, due to the educational phenomena’s idiosyncrasies, and where it is pertinent to search for different forms to evaluate the transference. In summary, the study gathers the opinions of experts involved in the training management and rescues, in an emerging way, some proposals to improve it, becoming an important asset to the academic community.

The purpose of this study was to examine the effectiveness of the in-service teacher training program, The Certificate for Teachers of English (CTE), run jointly by two departments: The Department of Basic English (DBE) and the Department of Modern Languages (DML) of the School of Foreign Languages (SFL) at Middle East Technical University (METU) in terms of whether it achieved its objectives and to provide suggestions regarding the redesigning of the program for the following years. The model used for evaluating the program was one proposed by Kirkpatrick (1998 / first devised in 1959). This model entails 4 levels of evaluation to carry out while evaluating training programs. Reaction, Learning, Behavior and Results. The research questions focused in this study are all in line with these four levels. The participants of the study were four folded. The main participants were the trainees attending the program. (N=6, 2 from DML / 4 from DBE). Another group of participants were the trainers of the program. (N=2). The third group of participants was the chairpersons at the two departments. Finally, data were collected from the students of the trainees and non trainees. Data was collected via questionnaires from the trainees and their students, interviews with trainees, trainers and chairpersons, observations of sessions of the program and trainees&rsquo / lessons, and related documents of the program. The data collected was analyzed qualitatively using the Miles and Huberman (1994) procedure for analyzing qualitative data: data reduction, data display and conclusion drawing/verification. Results revealed that the CTE program was effective in terms of achieving its objectives. However, there could be improvements in certain components of the program. Another result of the study was that the application of Kirkpatrick&rsquo / s training program evaluation model was not very effective in the evaluation of the CTE program. The main drawback was that the model is a nonlinear one which made it difficult to concentrate on a particular level of evaluation at a particular time. Therefore the suggestion for a more linear and definite model for the evaluation of the CTE program was proposed.

The purpose of this research study was to explore how college alternative teacher certification (ATC) participants experience mentoring support. The goal was to obtain a rich and deep understanding of the nature of the mentoring experience in a college ATC program through the perspectives of mentees and their mentors. The ATC program was the Educator Preparation Institute (EPI). Semi-structured interviews were conducted. Eight individuals participated in the study, four were mentors and four were EPI students. A triangulated set of research methods for data collection and analysis was used, including member checks, validation forms, and peer reviews. All the interviews were transcribed; data was subsequently analyzed for patterns. The findings indicated that students believed, while the course work was clear and well structured, the fieldwork aspect of the program was not. The topic of fieldwork disconnect between the college and the host schools was repeatedly observed as a challenge by the EPI students and identified as lack of support. All eight of the EPI study participants discussed lack of time and span of control issues in their interviews. Some implications that surfaced from this study included the desire for more one-on-one time, eliminating confusion in arranging field experiences, and assistance in learning to direct their own experiences. Other implications that emerged from this study included offering diversified instruction to college EPI students, such as different courses depending on the intended grade level, and building a working relationship with the host schools that would expedite the training of the EPI students. Finally, more in-depth knowledge, and hands-on practice in the field was a perceived need by all the EPI students which calls for alterations in the EPI program design and number of faculty to operate each EPI program.

There is a great concern when it comes to the investigation of the parameters that affect the formulation of an information security management strategy in an organization. Amongst others, information security awareness is of great interest, mainly because it links the implementation of the information security policies to the consciousness and the psychology of the employees of an organization. State it otherwise, the information security awareness positively beholds the role of a bridge so as to help the IS managers to evaluate the level that the critical information of the organization are secured, and it offers to IS managers opportunities to develop suitable training programs and information security policies for all the employees of an organization. In the current thesis, we focused on the investigation of the factors that influence the behavior of the employees in order to accept any information security policy of the organization and to adopt information security awareness.The psychology of security and technology (POST™) framework (Layton, 2005) together with a PEST (Political, Economic, Social, Technology) analysis guide the investigation and offer the theoretical background for the conduction of a study in an IT Company. A qualitative research has been conducted and semi-structured interviews helped for the collection of the desired data. Also a thematic analysis and the use of a generic approach (Lichtman, 2013) helped for the analysis of the data. The final results gave the ability to identify in practice the employees’ information security awareness adoption level, to link the measurement findings to the development of an information security management strategy and to refine the POST™ framework for its greater advance.

Darbo uždaviniai: Apibrėžti projektų valdymą, galimas problemas apibrėžti personalo vadybos sampratą; atskleisti mokymosi šiuolaikinėje organizacijoje svarbą; ištirti apmokymų poreikį realiai egzistuojančioje Lietuvos organizacijoje; pateikti apibendrinančias išvadas. Šio darbo pagrindinis uždavinys buvo atskleisti ir išanalizuoti projektų valdymo problemas personalo vadybos aspektu. / This work „Project managment, problems, prevency soliutions“ is analizy of the training importance in the successful activity of the company and project management. It was necessary to show that increasing results of the company activity depend on human resourses management. It’s showed the need to organize training regulary. Calculated results of the questionnaire allow organizing directly the training of staff. Tha main conclution – future belongs to those companies and organizations, who organize training regularlt, especially in project management and modern technologies.

This study described undergraduate guidance and counseling training programs in the United States in terms of the number of programs available, their growth trends, and the degrees and courses offered. Selected characteristics of the participants' programs were compared. A model curriculum was developed for training guidance and counseling personnel at the undergraduate level.

Made available in DSpace on 2016-03-04T13:55:09Z (GMT). No. of bitstreams: 2 12.pdf: 2832032 bytes, checksum: 3fd18ab658cc1c79a947a12a7dbb4a15 (MD5) license.txt: 1748 bytes, checksum: 8a4605be74aa9ea9d79846c1fba20a33 (MD5) Previous issue date: 2015 / Fundação Oswaldo Cruz. Instituto de Tecnologia em Fármacos/Farmanguinhos. Rio de Janeiro, RJ, Brasil. / A competitividade e a sustentabilidade das organizações estão muito associadas ao conhecimento e às ações inovadoras da sua força de trabalho. Em consequência, as mudanças no meio organizacional requerem constante desenvolvimento da força de trabalho como forma de gerar melhorias e/ou novos produtos e processos. A Gestão por Competência (GpC) é uma prática de gestão organizacional que busca o alinhamento das competências individuais às competências organizacionais em prol dos objetivos estratégicos. O desenvolvimento das pessoas pode ser beneficiado com a GpC por meio de um mapeamento de competências que indique as ações de capacitação mais estratégicas e prioritárias à organização. Farmanguinhos/Fiocruz é um laboratório farmacêutico ligado ao Ministério da Saúde que atua na produção de medicamentos, na pesquisa e desenvolvimento tecnológico e na difusão do conhecimento. Assim, como as demais organizações, tem o desafio de manter pessoas motivadas e engajadas com seus objetivos. A diversidade e a complexidade de suas atividades fazem o laboratório pensar no aprimoramento das práticas de gestão para prestar serviços de qualidade à população. A elaboração de um modelo que contemple um planejamento de ações de capacitação por competências parte da Política Nacional de Desenvolvimento de Pessoas e das Diretrizes de Capacitação da Fiocruz para, dentre outros objetivos, estruturar uma proposta que melhor atenda às necessidades desse importante laboratório. Para isso, optou-se pela metodologia de estudo de caso realizada por meio de um protocolo de estudo, elaborado e interpretado pela própria pesquisadora, bem como uma pesquisa documental para que, a partir de uma análise integradora, fosse possível correlacionar pontos favoráveis e desfavoráveis à realidade da Unidade. O modelo proposto inicia com uma ampla análise considerando fatores internos e externos à organização, que permite planejar ações de capacitação vistas como necessárias ou como oportunidades de aperfeiçoamento. A proposta de criação de um Comitê de Capacitação aproveita-se de uma gestão participativa e propicia uma discussão estratégica para definição das ações que serão inseridas no Plano de Capacitação por Competências (PCC). A etapa de planejamento das ações de capacitação utiliza-se de uma Matriz que, baseada nas competências da indústria farmacêutica, foi dividida em dois eixos: rotineiro e inovador. Esta Matriz de Capacitação também contribui para o monitoramento durante a etapa execução. Assim, o Comitê, a área de Gestão de Pessoas e os gestores dispõem de um instrumento para acompanhar e aferir se o que foi planejado atingiu seu objetivo previsto. Como se trata de um ciclo virtuoso, o planejamento das capacitações para o ano seguinte leva em consideração os resultados obtidos no Plano anterior. Assim, o modelo de Plano de Capacitação por Competências para Farmanguinhos reúne elementos integrados com as reais necessidades da Unidade na possibilidade de conectar estratégia, aprendizagem, competências e desempenho. / Institutions competitiveness and sustainability are closely associated to knowledge and the innovative actions of its workforce. Consequently, the changes in organizational environment require constant personal development as a way of generating improvement, new products and processes. Competency Management is an organizational management practice that seeks to align individual skills to organizational skills, in order to support strategic objectives. The professional development of the staff can benefit from competency management because, through the assessment of people competencies, the company can identify the most strategic and important trainings for the group. Farmanguinhos/Fiocruz is a pharmaceutical lab, part of the Ministry of Health, which works with the production of medicines, research and technological development and is responsible for the spreading of knowledge. Therefore, one of its main objectives is to keep people motivated and engaged to personal goals. The diversity and the complexity of its activities make the lab think of management practices improvement in order to provide highclass service to the society. One of the goals of National Policy for People Development and Capacity Guidelines is to create a model that includes action plans for the development of competencies in order to create a proposal that attends the needs of this important lab. In order to achieve this goal, we have opted for the “case study” methodology, which was performed through a study protocol, made and interpreted by the author/researcher. It was also applied a Documentary Research, which promoted and favored an integrated analysis, enabling to correlate strengths and weaknesses of Farmanguinhos reality. The proposed model begins with a comprehensive analysis considering internal and external organization factors, which allows to plan training actions, seen as necessary or as opportunities for improvement. The idea to establish a Training Committee takes advantage of participative management, and provides a strategic discussion to define the actions that will be inserted in the Skills Training Plan. The planning of training actions uses a Capacity Matrix that, based on pharmaceutical industry skills, has been divided into two axles: routine and innovation. This Matrix also helps the monitoring during the execution stage. Thus, the Committee, the Personnel Management area, and the managers, have their own instrument to follow and assess if the goal has been achieved through the plan. As it is a virtuous cycle, the following year plan considers the achieved results of the previous year. Therefore, the present model of “Competency Management Plan” to Farmanguinhos brings together integrated elements containing current and emergent needs, with the potential to connect strategy, learning, skills and performance.

LIMA, Joice Garcia. Avaliação educacional na educação corporativa: as práticas de avaliação da aprendizagem e a contribuição dos cursos dos Programas de Educação Corporativa para a atuação profissional do educando. 2011. 118f. Dissertação (Mestrado em Educação) - Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação, Fortaleza-CE, 2011. / Submitted by Maria Josineide Góis (josineide@ufc.br) on 2012-07-09T14:33:08Z No. of bitstreams: 1 2010_Dis_JGLima.pdf: 3574243 bytes, checksum: 64412651b99eca3e92ebf36e01585e23 (MD5) / Rejected by Maria Josineide Góis(josineide@ufc.br), reason: arquivo errado on 2012-07-09T14:56:26Z (GMT) / Submitted by Maria Josineide Góis (josineide@ufc.br) on 2012-07-09T14:57:51Z No. of bitstreams: 1 2011_Dis_JGLima.pdf: 696180 bytes, checksum: 4964332b6d80f1a828b705ab80dd645c (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-09T15:05:12Z (GMT) No. of bitstreams: 1 2011_Dis_JGLima.pdf: 696180 bytes, checksum: 4964332b6d80f1a828b705ab80dd645c (MD5) / Made available in DSpace on 2012-07-09T15:05:12Z (GMT). No. of bitstreams: 1 2011_Dis_JGLima.pdf: 696180 bytes, checksum: 4964332b6d80f1a828b705ab80dd645c (MD5) Previous issue date: 2011 / A avaliação da aprendizagem na Educação Corporativa (EC) é cada vez mais discutida nos programas de treinamento, por ser voltada ao sucesso e à eficácia organizacional das empresas;por isso, torna-se um desafio às organizações que buscam a eficiência e eficácia de seus treinamentos. Nesse sentido, parte-se de uma compreensão de avaliação da aprendizagem como caráter formativo e que tenha como proposta principal ser um instrumento de aprimoramento das práticas e de auxílio para alcance dos objetivos educacionais. Assim, a pesquisa teve como objetivo geral identificar como a avaliação da aprendizagem é realizada nos cursos dos programas de Educação Corporativa e a contribuição desses cursos para a atuação profissional, a partir da visão dos educandos. Procurando identificar especificamente: a) a contribuição dos cursos dos programas de EC para a melhoria da atuação profissional; b) Identificar como a avaliação da aprendizagem é realizada nos cursos dos programas de EC; c) avaliação dos modelos de aprendizagem utilizados nos cursos dos programas de EC; d) Analisar a coerência entre os Projetos Políticos Pedagógicos (PPP) e a avaliação utilizada. A metodologia aplicada para o estudo foi de natureza qualitativo e quantitativo, com o estudo exploratório sobre as práticas avaliativas nos programas de EC. O instrumento utilizado para coleta de dados foi o questionário, em que se utilizou como recurso para a análise dos resultados o software SPSS (Statistical Pakage for the Social Sciences) versão 15.0 para “windows” e a análise de conteúdo das respostas emitidas. A amostra foi composta por 210 treinandos, de quatro organizações em Fortaleza que desenvolvem cursos em seus programas de EC, são elas: Federação da Indústria do Estado do Ceará (FIEC), Sindicato da Construção Civil do Ceará (SINDUSCON), Universidade Unimed Fortaleza e a Empresa Brasileira de Correios e Telégrafos (ECT).Os resultados indicam que os treinandos avaliam positivamente a realização dos treinamentos e observa-se que são utilizadas estratégias diferenciadas na avaliação da aprendizagem, mas as referências na construção de um Projeto Político Pedagógico (PPP) ainda estão em construção por algumas organizações. Assim, percebe-se que na avaliação da aprendizagem procuram valorizar a participação e reflexão dos treinandos.