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The Army Acquisition Officer lacks proficient experience needed to fill key leadership positions within the Acquisition Corps. The active duty Army officer is considered for the Acquisition Corps functional area between their 5th and 9th years of service as an officer – after completing initial career milestones. The new Acquisition Corps officer is the rank of senior Captain or Major when he arrives to his first acquisition assignment with a proficiency level of novice (in acquisition). The Army officer may be advanced in his primary career branch, but his level decreases when he is assigned into the Acquisition Corps functional area. The civilian grade equivalent to the officer is a GS-12 or GS-13 whose proficiency level is advanced in his career field. The purpose of this study is to use a systems analysis approach to decompose the current acquisition officer professional development system, in order to study how well the current active duty officer flow works and how well it interacts or influences an acquisition officer's professional development; and to propose a potential solution to assist in the management of Army acquisition officers, so they gain proficiency through not only education and training, but also the hands-on experience that is needed to fill key leadership positions in the Army Acquisition Corps. An increased proficiency and proven successful track record in the acquisition workforce is the basis to positively affect acquisition streamlining processes within the Department of Defense by making good decisions through quality experience.

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The purpose of the study, the results of which are presented in the dissertation, is to improve personnel work with the heads of organizations of general education based on the implementation and application of professional standards, as well as the development of the project. The object of research is the personnel work of executive bodies of state power in the field of education on the implementation and application of professional standards for heads of organizations of general education. The subject of the study is personnel procedures with the heads of organizations of general education. In the final qualifying work, the essence of competency, process and system approaches is considered; analyzes the activities of the Ministry of Education and Youth Policy of the Sverdlovsk Region in terms of personnel work with the heads of organizations of general education based on the application of a professional standard; factors affecting the implementation and application processes in personnel work and personnel procedures of the professional standard of the head of the organization of general education are considered. / Цель исследования, результаты которого представлены в диссертации, это совершенствование кадровой работы с руководителями организаций общего образования на основе внедрения и применения профессиональных стандартов, а также разработка проекта. Объект исследования – кадровая работа исполнительных органов государственной власти в сфере образования по внедрению и применению профессиональных стандартов руководителей организаций общего образования. Предмет исследования – кадровые процедуры с руководителями организаций общего образования. В выпускной квалификационной работе рассматривается сущность компетентностного, процессного и системного подходов; проводится анализ деятельности Министерства образования и молодежной политики Свердловской области в части кадровой работы с руководителями организаций общего образования на основе применения профессионального стандарта; рассматриваются факторы, влияющие на процессы внедрения и применения в кадровой работе и кадровых процедурах профессионального стандарта руководителя организации общего образования. Результатом проведенного исследования стала разработка проекта, который послужил основой для рекомендаций в адрес Министерства образования и молодежной политики Свердловской области для совершенствования кадровой работы с руководителями общеобразовательных организаций.

Syftet med denna studie är att undersöka hur mansdominerade organisationer upplever att kompetensbaserad rekrytering och employer branding kan kombineras i rekryteringsarbetet för att attrahera fler kvinnor. För att besvara studiens syfte valdes en kvalitativ metod där sex semistrukturerade intervjuer genomfördes inom två olika mansdominerade organisationer, varav en är verksam inom bygg- och anläggningsbranschen och den andra inom fordonsindustrin. Intervjuerna genomfördes med rekryterare, employer branding ansvariga, HR-chef och chef för jämställdhets- och mångfaldsfrågor. Resultatet visar att respondenterna upplever både möjligheter och utmaningar med att öka jämställdheten i en mansdominerad organisation med hjälp av en kompetensbaserad rekryteringsstrategi och employer branding. I studiens resultat identifierades att kompetensbaserad rekryteringsstrategi ur ett diskrimineringsperspektiv kan betraktas som nyckeln för att uppnå en icke-diskriminerande rekryteringsprocess. Ur ett jämställdhetsperspektiv framkommer det dock av studiens resultat att det krävs ytterligare åtgärder än en kompetensbaserad rekryteringsstrategi och jämställdhetspolicys för att bli en mer jämställd organisation. Studien visar på att employer branding är en viktig del för attattrahera och rekrytera fler kvinnor till en mansdominerad bransch, men att det är en utmaning att attrahera kvinnlig talang trots ett väletablerat arbetsgivarvarumärke. / The purpose of this study is to investigate how male-dominated organizations view the potential of combining competency-based recruitment and employer branding in recruitment efforts to attract more women. To answer the purpose of the study, a qualitative method was chosen in which six semi-structured interviews were conducted within two different maledominated organizations, one of which is active in the construction industry and the other in the automotive industry. The interviews were conducted with recruiters, employer branding managers, as well as HR manager and Head of Gender Equality and Diversity. The findings from the conducted interviews indicate that in terms of increasing gender equality in a male-dominated organization, respondents experience both opportunities and challenges when using a competency-based recruitment strategy and employer branding. The interviews also identified that the competency-based recruitment strategy is considered to be the key increating a non-discriminatory recruitment process. However, there was evidence that for moving towards a gender equal workplace these strategies were proven to be insufficient and required additional development. The study proposes employer branding as an important part for attracting and recruiting more women into a male-dominated industry. Nevertheless, it is a challenge to attract female talent despite a well-established employer brand.

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The primary purpose of this study was to compare three instructional delivery systems for providing basic math skills training to non-degree industrial and technical teachers. Also examined was the extent to which selected teacher background characteristics were associated with test performance. Additionally, the three treatment groups were compared on the basis of student ratings of selected items on the course evaluation instrument. Eighty-four non-degree industrial and technical teachers teaching in West Virginia were given a pretest on basic math skills. This pretest was followed by a seven-week period of basic math review and remediation using one of three instructional delivery systems. The three instructional delivery systems included Computer Assisted Instruction (CAI), Individualized Learning Modules (ILM), and the traditional lecture (LEC). A posttest was administered to participants at the end of the review and remediation period. An analysis of covariance was used to compare the mean posttest scores for each of the three treatment groups. The pretest score served as the covariate. Results of the study indicated that although there were substantial gains in basic math scores within each treatment group there was no significant difference in mean posttest scores when comparing the three treatment groups. Computing the Pearson Product-Moment correlation in assessing the relationship between selected teacher background characteristics and posttest scores, it was found that the variables pretest and age were significantly related. Pretest scores had a high positive correlation to posttest scores while age had a moderate negative correlation. A one-way analysis of variance was used to compare the ratings of selected items on the course evaluation instrument. No significant difference in ratings between treatment groups was found for any of the items compared. / Ed. D.

The purpose of this study was to analyze the reliability and validity of three achievement tests, with emphasis given to instructional validity. The tests were used to assess the performance of Business Computer Applications (BCA) students on their achievement of knowledge of computer application software concepts and vocabulary for word processing, spreadsheet, and database. Five concepts and vocabulary categories addressed included: vocabulary, access software, data/text entry, editing, and formatting. Data were also collected from BCA teachers of the students. Teachers were asked to rate each item for the three software types of the achievement test as to whether the concepts and vocabulary corresponding to that item had been taught. A selected sample was used in the study. Classes were divided into three approximately even student groups. Each group completed one of the tests for each software type. Percentage of items correct for the three software types were 53%-word processing, 46%- spreadsheet, and 36%-database. The Kuder-Richardson 20 (KR-20) estimates for the software types were .92--word processing, .92--spreadsheet, and .76--database. Due to a wide dispersion of KR-20 values for items within the 5 concepts and vocabulary categories by software, the items are useful only for group measures. Most of the 8 teachers did not teach a substantial part of the concepts and vocabulary included in the validated test items. This outcome indicates the curriculum related to the items needs to be examined and revised so that teachers can emphasize the most important concepts and vocabulary with their students. Analyses outcomes indicated that 59 of 60 word processing items, 51 of the 59 spreadsheet items, and 45 of the 59 database items were instructionally valid. Teachers selecting items for purposes of examining the achievement of their students related to software concepts and vocabulary cam effectively use items determined to be instructionally valid in this study. / Ph. D.

Cooper, Heron and Heward define maintenance as the extent to which a learner continues to perform a target behavior after the intervention has been terminated. Testing for maintenance allows the trainer to see if gains were sustained following the termination of a treatment program. In addition, once it is shown that a learner's skills have remained in the repertoire, assessment of generalization is possible. Previous literature in behavior skills training have assessed maintenance in a variety of settings for a variety of skills. Following maintenance assessments, booster sessions are commonly used to re-train skills that did not maintain at criterion levels. The current project assessed the maintenance of caregivers' skills following a training package used to teach three behavior management techniques (use reinforcement, pivot, protect-redirect) at a large, residential care facility. Procedures were developed to assess caregivers' maintenance of the three behavior management techniques using a pre-test- post-test design. If needed, skills were re-established using 5-20 minute booster sessions. The results showed that time between post-test and maintenance did not seem to have a strong effect on maintenance scores. In general, post-test scores were somewhat indicative of maintenance scores, and patterns were most apparent across tools.