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An evaluation of the effectiveness of U.S. Naval Aviation Crew Resource Management training programs a reassessment for the twenty-first century operating environment /Jones, Douglas W. January 2009 (has links) (PDF)
Thesis (M.S. in Human Systems Integration)--Naval Postgraduate School, June 2009. / Thesis Advisor(s): O'Connor, Paul E. "June 2009." Description based on title screen as viewed on July 10, 2009. DTIC Identifiers: CRM (Crew Resource Management), training evaluation, aviation mishaps, cockpit resource management, training effectiveness evaluation, human error. Author(s) subject terms: Crew Resource Management, CRM, Naval Aviation, Training Evaluation, Cockpit Resource Management, Safety, Aviation Mishaps, Training Effectiveness Evaluation. Includes bibliographical references (p.99-106). Also available in print.
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Educação continuada do Hospital Amaral Carvalho/UCAC: descrição/avaliaçãoConte, Claudia [UNESP] 24 February 2011 (has links) (PDF)
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conte_c_me_botfm.pdf: 1958388 bytes, checksum: c97fe57352e7085ebf8768ecba1048ee (MD5) / Fundação Amaral Carvalho / A educação continuada é um processo dinâmico de ensino-aprendizagem, ativo e permanente, destinado a atualizar e melhorar a capacitação de pessoas ou grupos, face à evolução cientifico - tecnológica, às necessidades sociais e aos objetivos e metas institucionais. A OPAS recomenda que um enfermeiro seja o coordenador e responsável por este setor, diretamente envolvido com o atendimento às necessidades de desenvolvimento pessoal e profissional. O presente estudo teve por objetivo a avaliação do aproveitamento do curso de educação continuada em enfermagem realizado na Universidade Coorporativa do HAC no período de março de 2008 a setembro de 2009 com a equipe de colaboradores de enfermagem. Foram treinados 462 funcionários dos departamentos de: Hematologia, Oncologia Clínica, Pediatria, UTI, Centro Cirúrgico, Cirurgia de Cabeça e Pescoço e Tóraco Abdominal, Agência Transfusional, Pele e Partes Moles, Prevenção Ginecológica, SESMT, Centro de Atendimento à Mulher, Mastologia, Urologia, Unidade Santana e Transplante de Medula Óssea; e realizadas duas provas de avaliação para cada técnica treinada, num total de 4.620 provas no período estudado. O grupo foi analisado em relação a: idade, sexo, tipo de formação profissional, tempo de atuação no hospital, tipos de treinamentos realizados e aproveitamento nas provas de avaliação pré e pós-treinamentos. Os dados foram tabulados e analisados pelo programa de estatística SPSS®. Os resultados revelaram que a maioria dos funcionários é do sexo feminino (72%), com idade média de 31 anos (variação de 20 a 66 anos), 24% possuem curso superior (enfermeiros), 76% curso técnico e dentre estes 59% curso técnico de enfermagem e 17% curso de auxiliar de enfermagem. O período de trabalho com maior número de avaliações foi o período da manhã (37%), seguidos do período da tarde (28%), noturno (25%) e período... / Continued education is a dynamic process of teaching-learning, active and ongoing, to update and improve the capacitating of persons or groups, given the scientific-technological evolution, the social needs and the institutions’ objectives and goals. PAHO recommends that a nurse gets to coordinate and be responsible for this sector, directly involved with meeting the needs of personal and professional development. The present study aimed the evaluation of continued nursing education course conducted at the Universidade Coorporativa of HAC from March 2008 to September 2009 with the nursing staff. Were trained 462 staff members from the departments: Hematology, Clinical Oncology, Pediatrics, ICU, Surgical Center, Head and Neck Surgery and Thoracoabdominal, Blood Transfusion Service, Skin and Soft Tissue, Gynecology Cancer Prevention, SEESMT, Center for Women Assistance, Mastology, Urology, Santana Unit and Bone and Marrow Transplantation, and were conducted two assessment tests for each trained technician, a total of 4.620 tests during the study period. The group was analyzed by age, sex, type of training, working time at the hospital, types of training done and pre and post-training tests evaluation. Data were tabulated and analyzed by SPSS ® software. The results reveal that most employees are female (72%), average of 31 years (range 20-66 years), 24% are college graduates (nurses), 76% are technicians, among them 59% are nursing technicians and 17% are nursing assistants. The working hours with the highest number of evaluations was the morning period (37%), followed by the afternoon period (28%), night period (25%) and full time (10%). We observed that 43% of employees work in the hospital for less than 5 years, 34% in a period ranging from 6 to 10 years, 15% for more than 10 years and less than 15 years and 6% are working for over 15 years . Most of the evaluated employees wor ... (Complete abstract click electronic access below)
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Development of methodologies for evaluating manpower training programmesWan, Fook-gun., 尹福根. January 1988 (has links)
published_or_final_version / Business Administration / Master / Master of Business Administration
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Effectiveness of a nutrition education workshop for high school coachesBurky, Susan Marie 16 August 1985 (has links)
The purpose of this study was to evaluate the effectiveness
of a one-hour in-service nutrition education
workshop for high school coaches in Corvallis, Eugene and
Salem, Oregon. The objectives were to determine: 1. if
the workshop can make positive changes in nutrition knowledge;
2. which type of participant benefits most from the
workshop in terms of an increase in knowledge; and 3. how
high school coaches feel about the usefulness of this type
of workshop.
Eighty-one coaches participating in the study completed
a pre-questionnaire immediately prior to and then
a post-questionnaire immediately following the workshop.
The questionnaire was designed to measure the nutrition
for fitness and sport knowledge of coaches. A 17 minute
slide/tape program (Nutrition in the Fast Lane) was the
major educational component of the workshop.
Statistically significant differences were found
between pre- and post-questionnaire scores indicating that coaches increased their nutrition knowledge as a result of
attending the workshop. Similar results were found for a
group of student athletic trainers, teachers and parents
of young athletes. It was also found that the age of the
coach, academic degree, number of years of coaching,
completion of a college level nutrition course or
attendance at a nutrition education workshop within the
past two years did not have a significant effect on
the overall knowledge score. However, female coaches had
significantly greater overall knowledge scores than male
coaches.
Nearly all coaches (95%) found this workshop either
very or somewhat useful and 97.5% would recommend it to
their colleagues. The conclusions are that within the
framework of a one-hour in-service nutrition education
workshop coaches are able to achieve significant increases
in nutrition knowledge and that with the exception of
female coaches, no one type of participant benefited most
in terms of an increase in knowledge. / Graduation date: 1986
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Accuracy of momentary time sampling : a comparison of varying interval lengths using SOFITMcNamee, Jeff B. 21 November 2003 (has links)
The U.S. Department of Health and Human Services has made the promotion
of regular physical activity a national health objective, and experts believe that
physical education can play a significant role in the promotion of physical activity.
Feasible measurement tools to assess physical activity behavior, by physical
educators, are lacking. One validated instrument is the System for Observing Fitness
Instruction Time (SOFIT; McKenzie, Sallis & Nader, 1991). SOFIT's physical
activity data are collected using momentary time sampling (MTS) with a 20-second
interval length and provide estimates of Moderate to Vigorous Physical Activity
(MVPA). Whether variations in interval lengths would adversely affect the accuracy
of the MVPA data has not been investigated. From a clinical perspective, if physical
education teachers are to utilize MTS procedures for on-going assessment they will
require longer time intervals to collect accurate MVPA data. Therefore, this project
sought to determine the accuracy of MVPA levels collected through varying
observation tactics (i.e., 20s, 60s, 90s, 120s, 180s, and random) relative to those
collected through duration recording (DR). Video records of 30 randomly selected
elementary school physical education classes were utilized for this study. Utilizing
modified physical activity codes from SOFIT, the researchers collected MTS data
regarding students' MVPA at varying interval lengths (i.e., 20s, 60, 90s, 120s, 180s,
and random). Three statistical techniques, Pearson-product moment (PPM) correlation
coefficients, Repeated Measures Analysis of Variance (RM ANOVA), and Average
Error (AE), were utilized to demonstrate concurrent validity of the varying interval
lengths. Results demonstrated moderate-low to high correlations between the 20s,
60s, 90s, and random interval lengths and the DR tactic during the total class. The
RM ANOVA indicated similarity between all the varying interval lengths and the DR
tactic for total class observation. The MTS procedure that created the least amount of
AE across classes was the 20s variable followed by the 60s, random, and 90s
variables. These findings build empirical evidence for the use of a 60s, random, and
90s MTS procedure for the purpose of MVPA assessment by physical educators. / Graduation date: 2004
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Reliability of a four second eccentric squat test and its relationship to SSC performancePopper, Eva Marie January 2001 (has links)
A four second eccentric squat test (EST) specific to the sport of alpine skiing was developed and standardized. Eighteen men aged 21-30 with one year resistance training experience participated in this study. The reliability of the EST and various jump tests was calculated and the relationship between EST and SSC performance was examined through the correlation of jump test variables and EST performance. The EST was observed to be highly reliable (ICC 0.99). The kinematic characteristics of the EST were closely related to those of alpine skiing. The reliability of the jump test performance variables ranged from low to high (ICC 0. 10-0.90). Investigators should be aware that the reliability of force and power measures can be confounded by changes in jump strategy between jump test trials. The relationship between slow eccentric strength and SSC performance was dependent on whether the jump was performed for maximal height or minimum contact time. / School of Physical Education
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Evaluating an Existing Training Design in a New Context: All-Inclusive Multicultural Diversity ProgramMacoukji, Fred 06 July 2017 (has links)
The extent to which diversity has positive or negative effects on an organization can be attributed to the way in which diversity is managed (most commonly through diversity training). More often than not, organizations fail to validate training, therefore the current study adapted a training that successfully changed manager attitudes in a different context and implemented a perspective taking approach using language that was all-inclusive in order to determine if it was better at changing diversity relevant attitudes and behaviors than standard diversity training models. The results indicate that the training was effective in improving diversity relevant attitudes. Additionally, the results supported full mediation for the role of attitude change in inducing behavioral change. Results from the study provide both researchers and practitioners with practical implications for both research and practice in the fields of diversity and inclusion, as well as training design.
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The Development of a Hybrid Scoring Key for a Situational Judgment Test Designed for Training EvaluationFindlay, Rolanda A. 15 June 2007 (has links)
As a low fidelity work simulation, Situational Judgment Tests (SJTs) are an affordable and practical way of empirically linking training and on-the-job performance, thereby providing a viable means of evaluating training effectiveness. An issue, when utilizing SJTs, is deciding the appropriate manner in which the SJT should be scored. Traditional SJT scoring methodologies, while successfully utilized for selection and prediction, pose specific challenges when applied to a SJT designed to evaluate the effectiveness of a training program.
This study discusses the shortcomings of traditional SJT scoring methodologies when used in the evaluation context. To overcome these challenges, an innovative scoring methodology, the Hybrid methodology, is presented. This study provides the detailed description of the Hybrid scoring key creation, and compares the Hybrid scoring key with two traditional scoring keys (Subject Matter Expert (SME) and Respondent-based scoring keys). Responses from a military training program are utilized to illustrate the distinctive effects of using the three different scoring approaches. The superiority of the hybrid scoring key, due to increased confidence in the key's accuracy, and findings regarding training evaluation are discussed. Future research directions and practical applications of the research are also discussed. / Master of Science
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<b>Comparing Virtual Reality and 360-Video Simulation Training: An integrated evaluation of training experience, training effectiveness, and influencing factors in intercultural competence development</b>Yeling Jiang (17405101) 26 July 2024 (has links)
<p dir="ltr">This study investigated the impact of simulation training on the development of intercultural competence (IC) through the VR and 360-video platforms. The comparisons were conducted between the two platforms in terms of their impact on training experience and effectiveness. Training experience included affective and cognitive experience. Training effectiveness included training reactions, training outcomes, and training impacts. Moreover, some influencing factors that affect the training experience and outcomes, such as individual and training platform characteristics, were examined.</p><p dir="ltr">The sample for this study consisted of 198 university students, with 99 in the VR and 99 in the 360-video group. Data were collected through self-reported questionnaires, self-reflective open-ended responses, biometric data collected during training intervention, and interviews. An integrated evaluation model incorporating quantitative, qualitative, and biometric methods was employed to assess training experiences and effectiveness. The influences of trainee and training platform characteristics were examined through path analyses.</p><p dir="ltr">Overall, the findings revealed several significant differences between the VR and 360-video platforms in IC development. The main significant differences exist in training outcomes and affective training experience. Participants in the 360-video group reported greater changes in IC components (e.g., cognition, attitude, behavior), while VR simulation training provides a more affective training experience, particularly in engagement and emotional arousal. Mediation analyses explored the influence of trainee and platform characteristics on training outcomes through affective and cognitive experiences. The thematic analysis of the interviews provided an in-depth understanding of trainees’ perceptions of simulation training.</p><p dir="ltr">The study contributes to the understanding of VR and 360-video as effective tools in IC development and provides a number of implications for the researchers and T&D practitioners.</p>
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Comparison of Training Methods in a Branch EnvironmentDavidson, Lisa Peterson 01 November 1994 (has links)
This study addressed a need to identify the effectiveness of in-branch, employee administered training programs. A comparison of various training methods and a ranking of the effectiveness of those methodologies would enable managers to make informed training design and purchase decisions. The purpose of this study was to determine the differences between four training methods as evaluated by post-training assessment scores. This study also sought to determine the following: 1) did all four methods significantly impact short term material recall?, and 2) did gender impact training effectiveness? The training methods studied were: video; study guide; video plus study guide; video and study guide plus reinforcement meeting. A control group was used to obtain a pre-training baseline. One hundred eighty two employees who worked at one of twenty randomly selected Portland, Oregon branches of a large, regional bank participated in the study. Each branch utilized one of the five randomly assigned methods in a scheduled staff meeting. After completing the training, each participant completed a post training assessment testing material recall. The control group completed the assessment without participating in training. Analysis of Variance tests were used to determine if significant differences existed between: 1) the mean scores of the control group and the training methods, 2) the mean scores of the training methods themselves, and 3) the mean scores of males and females. A significant difference was found at the .05 level between the mean scores of the control group and every training method except video. There were no significant differences between the mean scores of the four training methods. There was not a significant difference between the mean scores of males and females. There was also no significant difference in method effectiveness based on gender.
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