No description available.

The purpose of this study was to explore what effect manager involvement in the delivery of training has on employee learning (transfer of learning) and on student behavior after training (transfer of training). Study participants were randomly assigned to the experimental and control groups and a customer service training program was delivered with and without manager involvement. Quantitative and qualitative data were collected immediately after training using a retrospective pretest-then/posttest-now instrument developed to measure the participants' perceived transfer of learning. Quantitative and qualitative data were collected approximately 4 weeks after training also using a retrospective pretest-then/posttest-now instrument developed to measure the participants' perceived transfer of training. Quality assurance data generated by the organization for the first full month after the training program was completed were collected to measure the actual transfer of training. A 13-item version of the Marlowe-Crowne Social Desirability Scale (MC-C) was included with the perceived transfer of training survey to measure the potential for self-perception bias with the perceived transfer of learning and the perceived transfer of training data. ANOVA results for the perceived transfer of learning and perceived transfer of training data indicated that there were no statistically significant differences between the experimental and control groups. ANOVA results for the actual transfer of training data mirrored the results found for the perceived transfer of training. The possibility of self-perception bias in using the retrospective pretest-then/posttest-now instruments was recognized as a study concern with MC-C data indicating a much higher level of social desirability with the sample population than with reported non-forensic norms. A slight positive influence on the transfer of learning and on the transfer of training was found when a participant's direct manager was involved in the delivery of training.

The goal of learning interventions is to prepare an individual to acquire knowledge, skills and attitudes that will enable him/her to perform better and to be able to handle all the challenges posed by the continuous changing world of work. Transfer of learning to the workplace provides a yardstick to determine whether the goal has been attained or not. This study was conducted to answer the following questions; what is transfer of learning, what constraints have been identified in the existing research on transfer of learning, and what constraining factors prevent management trainees to transfer learning to the workplace in a private sector case study. To answer these questions a mixed research approach (qualitative and quantitative) was used. Triangulation of data was done to ensure reliability. The questionnaire was designed using the Likert rating scale and was used as a quantitative data collection tool for this study. The data was displayed through line and pie graphs for graphical illustrations. The questionnaire was analysed using a hand tabulation data coding table. The questionnaire was distributed to all 34 management trainees and only 17 completed the questionnaires. The qualitative data collection tools consisted of semi-structured and focus group interviews. The literature study pointed out that various researchers identified factors that prevent transfer of learning. The factors are; lack of organisational support, course content that is dissociated from the trainees’ roles and responsibilities in the workplace, trainees’ willingness and readiness. The empirical research findings revealed that organisational factors such as lack of coaching, feedback, mentoring as well as creating an opportunity for trainees to implement the skills and knowledge play a leading role while training and learner factors play a contributing role as constraints to transfer of learning to the workplace. / Dissertation (MEd (Maximising Potential))--University of Pretoria, 2006. / Curriculum Studies / unrestricted

No description available.

The new Health 4.0 concept brings the idea of combining modern technologies from field of science and technology with research in healthcare and medicine. This work realizes a system of secured actigraph data transfer and preprocessing based on the concept of Health 4.0. The system is successfully designed, implemented, tested and secured. With the help of a non-invasive method of monitoring the movement and temperature of the subject using the GENEActiv actigraph allows the system to securely transfer, process and evaluate the subject's sleep data using the machine learning algorithm XGBoost. The proposed system is in accordance with the valid law of the Czech Republic and meets legal requirements.

No description available.

<p>Cultivating cross-disciplinary understanding across science and engineering instruction will be essential to preparing the next generation of scientists to prosper in an increasingly interdisciplinary STEM workforce. This study reports on the culmination of a project that has been aimed at addressing this challenge by investigating how science and engineering students use the first law of thermodynamics, a guiding principle of the crosscutting concept of energy and matter, to transfer across disciplinary boundaries. A qualitative interview study was undertaken in which chemistry-, engineering-, and physics-major students were recruited and tasked with addressing familiar and unfamiliar first law problems that incorporated the systems, language, and notation of each respective discipline. Guided by the dynamic transfer framework, data were analyzed via a general inductive approach to categorize the contextual resources, or target tools, students leveraged to address the provided problems. This analysis revealed three unique guiding epistemologies whose frequency and character of emergence signify field-specific approaches to transferring into an unfamiliar disciplinary context. Connections are drawn to highlight the capacity of the derived findings and developed methodology to support cross-disciplinary understanding in the classroom and in future transfer of learning research.</p>

published_or_final_version / abstract / Linguistics / Master / Master of Arts

published_or_final_version / abstract / Linguistics / Master / Master of Arts

Com a crescente oferta de cursos superiores de design no Brasil, considerou-se que parte dos egressos destes cursos não seguem atuando nesta área. Notou-se que, com o advento de publicações sobre o tema do design thinking e sobre o ensino de elementos do design na educação geral, há valorização dos atributos da formação do designer para resolver problemas em outras áreas. O objetivo desta pesquisa foi verificar a possibilidade de aspectos da formação em design permearem a atuação de ex-alunos deste curso no desempenho de outras atividades profissionais. Metodologia de projeto, antecipação construtiva, capacidade criativa, uso de linguagem visual, pensamento abstrato, análise crítica, noções de gestalt e de semiótica, entre outros elementos, fazem parte da formação do designer e interferem em sua forma de pensar e de resolver problemas. Esta pesquisa se baseou em métodos qualitativos de investigação, empregando, sobretudo, entrevistas semiestruturadas em profundidade com diversas categorias de respondentes afetas à temática. / With the growing offer of higher education courses in design in Brazil, some that graduate from these courses end up not working in this area. The advent of publications on the subject of design thinking and on the teaching of design elements in general education, the attributes of designer\'s academic background for solving problems in other areas are being valued. The object of this research was to check for the possibility that aspects of their background in design might permeate the actions of former students of this course when carrying out other professional activities. Project methodology, constructive anticipation, creative capacity, the use of visual language, abstract thinking, critical analysis, notions of Gestalt and semiotics and other elements form part of the designer\'s education and interfere in his/her way of thinking and solving problems. This research is based on qualitative methods of investigation and uses, in particular, semi-structured and in-depth interviews with many different categories of respondents who are devoted to this subject.