There is an increasing trend in this globalized economy for Asian corporations to utilize Western management practices. However, studies have shown not all western management practices can be imported into Asian corporations without accounting for the values and beliefs of Asian employees. This study will explore the effects of Confucianism on the respondents¡¦ evaluation of their trainers/instructors. The specific purpose of this study is to examine the differences between Taiwanese and North Americans respondents in (1) Confucius influence, (2) conflict handling style, and tendency of (3) acquiescence response, when evaluating trainers/instructors. The relationships among these major variables were examined statistically. Results strongly suggest that Confucianism has a significant and positive impact on the tendency of acquiescence response. This response may skew the evaluation results in Taiwan, where the influence of Confucianism is significant as compared to North America. The data and analysis provided by this study is a useful reference for Asian corporations looking to import western management practices, and for international corporations looking to standardize their management systems across differing cultures.

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The purpose of this study was to investigate the relationship between teachers' expectations of performance, teacher training, and student gender, with student achieved Academic Learning Time (A.L.T.) of grade six students. To examine the following relationships four main hypotheses were generated. It was hypothesized that: 1 There would be a positive relationship between A.L.T. and teachers' expectations of performance in Physical Education. 2 Teachers with Physical Education majors would have greater A.L.T. than those with Physical Education minors, or generalist classroom teachers. 3 There would be no difference in A.L.T. totals between student gender. 4 There would be less student off-task time in Physical Education majors classes, than in the Physical Education minors, and the generalist teachers'. This study also examines the relationship between teachers' perception of student effort, student grades in physical education, and student achieved Academic Learning Time. Finally, it was possible to investigate how student expectations of performance are developed by teachers in Physical Education. Six, grade six, classes taught by male teachers were selected for observation in the study. Two P.E. majors, two P.E. minors, and two generalist teachers' classes were observed. Each of these teachers conducted a rank-ordering of students in their class, based on their expectation of student performance. From this rank ordering, six students from each class were selected for observation during the study. Each class was observed three times, using the Academic Learning Time Version II instrument to collect data. At the conclusion of the study, teachers were also asked to submit student grades for the first and second term, rate student effort over the three observed lessons, and complete a teacher demographic information sheet. Results indicated that a positive relationship existed between teachers' expectancy and A.L.T.. It was found that P.E. majors had higher A.L.T. than did P.E. minors, or generalist teachers. No significant difference was found between student gender groups. Differences in off-task time levels were not noted between teacher training groups. A significant relationship was found between student perceived effort and student A.L.T.. Finally, it was indicated that teachers primarily use student ability and skill level in determining students' expectancy level. Recommendations for future research on this topic suggest that a larger sample size be used and that lesson and activity structure be controlled in comparative A.L.T. studies. It appears that more research is needed to substantiate the relationship between A.L.T. and teacher training, and the relationship between student achievement and A.L.T.. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

This study investigated the effects of a short-term in-service training program for rehabilitation practitioners. Specifically, cognitive, attitudinal, and behavioral changes were measured. Also examined with respect to the observed changes were the effects of age, sex, education and other variables. Significant information gain was made by the participants of the training program in comparison with the control group. When the program participants reported their attitudes, no significant difference was found between them and the control group. Judging from the supervisors' ratings, the participants of the program seemed to benefit significantly in terms of information gained, attitudes changed, and placement behaviors exhibited. There was a significant positive correlation between the age of an individual and his or her positive attitude change. The higher the level of education of an individual, the more positive the attitude change that occurred, and the less the amount of dogmatism that was measured. Persons who had been trained in the nonhelping professions showed more positive attitude change than those who had been trained in the helping professions. The questionnaire, answered anonymously by the trainees, indicated that virtually all of them found the training program very worthwhile. When the trainees rated their own perceived change after the training program (on a scale of "none," "slight," "moderate," "much," or "great") the group averaged "moderate" or more change in information, attitude, and behavior, and "much" change in motivation. It was concluded that the training program was effective in advancing the academic achievement of the participants. Judging from the supervisors' ratings, participants benefited significantly in terms of professional growth. The participants were supportive to the training program and expressed the belief that it was of value.

Background: The Association for Child Life Professionals (ACLP) requires those seeking to become a Certified Child Life Specialist (CCLS) complete a minimum of 480 hours of supervised clinical experience prior to the certification exam. Trainees’ skills are evaluated using the Evaluation Tool for Child Life Interns. This tool consists of 54 skill-based items scored with a 7-point Likert-based rating scale (with a Not Applicable (NA) option) and space for open-ended narrative feedback. Skill based items are within three separate domains: Assessment, Intervention and Professional Responsibility. There are no published research studies available to date on the use or effectiveness of the tool. Purpose: This study seeks to explore the educational impact of the tool using two sources of data: frequency of NA ratings across the three domains and narrative feedback from preceptors in comment sections of the tool. Methods: Using an explanatory sequential mixed methods design, quantitative data (proportion of NA ratings) and qualitative data (preceptors’ comments) from evaluation tools obtained from 45 learners spanning the academic years 2011 – 2016 at McMaster University’s Post Graduate Diploma Program in Child Life. Mean proportion of NAs was evaluated using a 2 (time: internship 1 and internship 2) x 3 (domain: assessment, intervention and professional responsibility) two-way repeated measures analysis of variance ANOVA. Qualitative data was explored using thematic analysis of preceptors’ narrative comments for skill-based items where at least 1 NA rating was selected. Results: Analyses of quantitative data revealed NA ratings to be substantially greater in the professional responsibility domain (22%) relative to both assessment (<1%) and intervention (3%) domains (p-value < 0.001). There was no main effect for time. Qualitative analyses showed that the use of NA was primarily due to the intern not having the opportunity to experience or demonstrate the skill being rated. Four themes emerged from the thematic analysis of narrative feedback (constructive feedback, action plans, clinical examples with patients and families, little to no opportunity for skill development). Conclusion: The Evaluation Tool for Child Life Interns offers quantitative and qualitative feedback to child life learners with benefits and challenges to its use. The subtasks in the assessment and intervention domains represent child life practice across various placement sites. Within the professional responsibility domain, skills being assessed require further review through stakeholder input to ensure they reflect current practice. The narrative feedback provided by preceptors is detailed and constructive. The tool is discouraged for use as a single summative assessment to make decisions of competency and is recommended for formative and summative use as one method of feedback within a program of assessment. / Thesis / Master of Science (MSc)

The critical role that an effective systematic training evaluation practice plays is in its ability to collect value systematically. The collected data is utilised to make a judgement or to evaluate learnings contribution. Without the training evaluation practice learning value is obscured. The instructionnal systems design (ISD) Addie is assessed as the systematic structure that can greatly assist the training evaluation practice. It supports the proposal of collecting value throughout the training lifecycle for the holistic view of learning value. The Kirkpatrick and Phillips (K/P) summative framework will be used to assess the current practice in collecting post-learning data. Addie was highly valued by the survey participants. The current summative practice in the organisation stops mainly at level two of the Kirkpatrick/Phillips model. The practice lacks comprehensive data collection at recommended best practice levels and is therefore, not effective, efficient and systematic in its approach to declare learning value. / Human Resource Management / M. Tech. (Human Resource Management)

The critical role that an effective systematic training evaluation practice plays is in its ability to collect value systematically. The collected data is utilised to make a judgement or to evaluate learnings contribution. Without the training evaluation practice learning value is obscured. The instructionnal systems design (ISD) Addie is assessed as the systematic structure that can greatly assist the training evaluation practice. It supports the proposal of collecting value throughout the training lifecycle for the holistic view of learning value. The Kirkpatrick and Phillips (K/P) summative framework will be used to assess the current practice in collecting post-learning data. Addie was highly valued by the survey participants. The current summative practice in the organisation stops mainly at level two of the Kirkpatrick/Phillips model. The practice lacks comprehensive data collection at recommended best practice levels and is therefore, not effective, efficient and systematic in its approach to declare learning value. / Human Resource Management / M. Tech. (Human Resource Management)

Problem. The purpose of this study was to assess the effectiveness of elementary school teachers who had received intensive training in the Essential Elements of Instruction model, a teaching methodology composed of specific teacher behaviors. Teacher effectiveness was measured by analyzing student achievement results in reading. Procedure. Elementary teachers at specified grade levels in two selected school districts were divided into two groups: Group A, teachers who had received training in the Essential Elements of Instruction, and Group B, teachers who had not received this training. In School District I, a student population of approximately two hundred and twenty-five students was selected as the treatment group and a student population of approximately two hundred and ten students was selected as the control group. In School District II, a student population of approximately one hundred and forty-five students was selected as the treatment group and a student population of approximately one hundred and forty students was selected as the control group. The Gates-MacGinitie Reading Test (Form A-E) was used as the post test measure of achievement for all students. This test was used to determine if a teacher's training in the Essential Elements of Instruction model would result in greater student achievement gains as measured by the selected reading test. Results. The analysis of variance treatment of the data indicated that there were significant differences between the reading scores of students whose teachers had received training in the Essential Elements of Instruction model and those students whose teachers did not receive this training. Thus, the data did allow for the rejection of null Hypothesis 1. The analysis of variance treatment of the data indicated that there were no interaction effects of teacher training and student reading achievement by the grade level of the student, the socioeconomic level of the student, or the interaction of student grade level and student socioeconomic level. Thus, the data did not allow for the rejection of null Hypothesis 2, null Hypothesis 3 and null Hypothesis 4.

This study examined training evaluation practices in U.S. nonprofit sector organizations. It offered a framework for evaluating employee training in the nonprofit sector and suggested solutions to overcome the barriers to evaluation. A mail survey was sent to 879 individuals who were members of, or had expressed an interest in, the American Society for Training and Development. The membership list consisted of individuals who indicated association/nonprofit or interfaith as an area of interest. Data from the survey show that training in the nonprofit sector is evaluated primarily at Level 1 (reaction) and Level 2 (learning). It also shows decreasing use from Level 3 (application) through Level 5 (ROI). Reaction questionnaires are the primary method for collecting Level 1 data. Facilitator assessment and self-assessment were listed as the primary method for evaluating Level 2. A significant mean rank difference was found between Level 2 (learning) and the existence of an evaluation policy. Spearman rho correlation revealed a statistically significant relationship between Level 4 (results) and the reasons training programs are offered. The Kruskal-Wallis H test revealed a statistically significant mean rank difference between "academic preparation" of managers with Level 3 evaluation. The Mann-Whitney U test was used post hoc and revealed that master's degree had a higher mean rank compared to bachelor's degree and doctorate. The Mann-Whitney U test revealed that there were statistically significant mean rank differences on Level 1, Level 2, Level 3, and Level 5 evaluation use with the barriers "little perceived value to the organization," "lack of training or experience using this form of evaluation," and "not required by the organization." Research findings are consistent with previous research conducted in the public sector, business and industry, healthcare, and finance. Nonprofit sector organizations evaluate primarily at Level 1 and Level 2. The existence of a written policy increases the use of Level 2 evaluation. Training evaluation is also an important part of the training process in nonprofit organizations. Selecting programs to evaluate at Level 5 is reserved for courses which are linked to organizational outcomes and have the interest of top management.

The effectiveness of a social skills training workshop was assessed by comparing the rated competence of participants in an Interpersonal Skills Training Program (a 2-session, 12-hour workshop) to the rated competence of nonparticipants. This comparison was operationalized through a study design of the pre- and posttesting of 12 experimental and 22 control subjects. The assessment instruments used were Spitzberg's Conversational Skills Rating Scale (CSRS) and Curran's Simulated Social Interaction Test (SSIT). Two rating judges were utilized. Results, although modest, are in the expected direction. Measured competence on the CSRS failed to show significant improvement in the rated competence of the experimental group as compared to the rated competence of the control group. However, the SSIT did reveal significant improvement of the rated skill and anxiety of experimental subjects while the control group showed no significant improvement. In addition to assessing the effectiveness of the workshop, this study sought to find a positive correlation of the CSRS instrument to the SSIT instrument. As expected, the CSRS showed a positive correlation to the SSIT.