There is considerable agreement that additional training and research is needed in problem-solving, an advanced counselor skill. This study assessed the effect of systematic problem-solving training on paraprofessionals' competence in counseling interactions with coached "clients." Two groups of 36 students, enrolled in two counseling courses, formed the experimental and control groups. The experimental design consisted of pre- and two postassessments of problem-solving variables. Treatment included didactic presentations and directed practice in five 2-1/2 hour sessions using Robert Carkhuff's model. Data from the two groups was compared using an instrument developed specifically for this study. A pilot test was run to determine reliability of the instrument. Results from the experiment indicate a statistically significant difference between the two groups at the .01 level of significance. It was concluded that Carkhuff's systematic training does make a positive difference in trainees' problem-solving competence. The instrument was found to be reliable, however, continued research is suggested. / Ed. D.

Staff training packages combining instructions, modeling, practice, and feedback have been shown to be effective in demonstrating skills to work in early intensive behavioral intervention, but maintenance and generalization of the skills trained are often not addressed. Establishing a community of practice, in which staff members continue to learn and develop new skill sets from one another through shared experiences and information, may lead to the endurance and maintenance of desired staff behavior over time. The purpose of the current study is to evaluate the effects of a behaviorally designed community of practice on staff use of socially embedded consequences. The effects of the training procedure were evaluated using a concurrent multiple baseline design across two sites (7 staff members). The results suggest that the behaviorally planned community of practice was effective in reinforcing and maintaining staff use of socially embedded consequences for at least 5 to 9 weeks. Additionally, the number of learning opportunities provided by the staff and social engagement between staff and child increased.

This targeted research study, carried out by an officer of the Turkish National Police (TNP), investigated the perceptions and beliefs of TNP trainers and trainees towards the potential adoption and implementation of e-learning technology for in-service police training. Utilizing diffusion and innovation theory (DOI) (Rogers, 1995) and the conceptual technology integration process model (CTIM) (Nicolle, 2005), two different surveys were administered; one to the trainers and one to the trainees. The factor analyses revealed three shared trainer and trainee perceptions: A positive perception towards e-learning, personally and for the TNP; a belief in the importance of administrative support for e-learning integration; and the belief in importance of appropriate resources to facilitate integration and maintain implementation. Three major recommendations were made for the TNP. First, the research findings could be used as a road map by the TNP Education Department to provide a more flexible system to disseminate in-service training information. The second is to establish two-way channels of communication between the administration and the TNP personnel to efficiently operationalize the adoption and integration of e-learning technology. The third is the administrative provision of necessary hardware, software, and technical support.

by Chung Chi-keung, Ivan and Tang Kwok-chu, Desmond. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1991. / Bibliography: leaf 97. / ABSTRACT --- p.ii / ACKNOWLEDGEMENTS --- p.iii / TABLE OF CONTENTS --- p.iv / CHAPTER / Chapter I. --- INTRODUCTION --- p.1 / Background of Research --- p.1 / Objectives and Scope of Study --- p.5 / The Research Design Details --- p.6 / Chapter II. --- METHODOLOGY --- p.8 / Survey on Sales Technique Concepts --- p.8 / Structured/Unstructured Interview --- p.9 / Chapter III. --- SURVEY ON SALES TECHNIQUE CONCEPTS --- p.10 / Selling Philosophy --- p.11 / Selling Process --- p.13 / Communication Skills --- p.15 / Objection Handling Skills --- p.17 / Time Management Skills --- p.19 / Call Planning Skills --- p.19 / Presentation Skills --- p.20 / Relationship/Trust Building Skills --- p.22 / Closing Skills --- p.24 / Chapter IV. --- UNSTRUCTURED AND STRUCTURED INTERVIEWS --- p.26 / Results and Discussions --- p.28 / Background of Respondents and Training courses attended --- p.28 / Selling Cycles --- p.32 / Selling Skills --- p.34 / Questioning Skill --- p.35 / Listening Skill --- p.36 / Objection Handling Skill --- p.38 / Time Management Skill --- p.39 / Call Planning Skill --- p.40 / Presentation Skill --- p.41 / Solution Selling Skill --- p.43 / Relationship/Trust Building Skill --- p.43 / Deal Closing Skill --- p.45 / Patience and Tolerance --- p.46 / Negotiation Skill --- p.46 / Price Manipulation Skill --- p.46 / Sales Training vs Sales Commission --- p.47 / Reasons To Attend Sales Trainings --- p.49 / Are Sales Trainings Effective to Improve Sales Performance ？ --- p.51 / Suggested Improvements for Sales Training --- p.54 / Chapter V. --- CONCLUSION --- p.56 / Selling Cycles --- p.56 / Selling Skills --- p.57 / Sales Commission --- p.60 / Reasons to Attend Sales Trainings --- p.61 / Objectives of the Survey --- p.62 / Chapter VI. --- LIMITATION OF THE STUDY AND SUGGESTIONS --- p.65 / Limitation of the Study --- p.65 / Suggestions for Further Study . --- p.66 / APPENDICES --- p.68 / Chapter APPENDIX 1: --- LIST OF SALES TRAINING PROGRAMS INCLUDED IN SURVEY OF SALES TECHNIQUE CONCEPTS --- p.68 / Chapter APPENDIX 2: --- INTERVIEW GUIDE --- p.73 / Chapter APPENDIX 3: --- QUESTIONNAIRE --- p.77 / Chapter APPENDIX 4: --- DEMOGRAPHIC INFORMATION OF RESPONDENTS --- p.81 / Chapter APPENDIX 5: --- DETAILED DATA: SELLING SKILLS INTRODUCED IN SALES TRAININGS --- p.83 / Chapter APPENDIX 6: --- DETAILED DATA: UNDERSTANDING TO THE SELLING SKILLS MADE DIFFERENT BY THE SALES TRAININGS --- p.86 / Chapter APPENDIX 7: --- DETAILED DATA: EFFECTIVENESS OF THE SELLING SKILLS TO IMPROVE SALES PERFORMANCE --- p.90 / Chapter APPENDIX 8: --- DETAILED DISTRIBUTION OF THE SUM OF RATINGS ON EFFECTIVENESS OF SELLING SKILLS BY RESPONDENTS --- p.94 / Chapter APPENDIX 9: --- DETAILED DATA: IMPROVEMENT NEEDED FOR SALES TRAININGS --- p.95 / BIBLIOGRAPHY --- p.97

by Chu Choi-Ling, Rossetti. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1993. / Includes bibliographical references (leaves 53-55). / ACKNOWLEDGEMENTS --- p.i / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.iii / Chapter / Chapter I. --- BACKGROUND --- p.1 / Introduction --- p.1 / The Legislative Framework --- p.4 / The School Organisation --- p.1 / The Teaching Profession --- p.8 / Purpose of the Study --- p.11 / Chapter II. --- LITERATURE REVIEW --- p.13 / Introduction --- p.13 / MTD Researches --- p.15 / SMI Research --- p.18 / Chapter III. --- METHODOLOGY --- p.19 / Target Respondents --- p.19 / Sampling Method --- p.20 / Survey Design --- p.20 / Chapter IV. --- RESULTS AND DATA ANALYSIS --- p.22 / Introduction --- p.22 / Analysis of the Results: The Schools --- p.23 / Analysis of the Results: The Administrators --- p.32 / Other Findings --- p.43 / Chapter V. --- CONCLUSIONS --- p.46 / Introduction --- p.46 / Major Findings --- p.46 / Suggested MTD Curriculum --- p.48 / Whose responsibility is it? --- p.50 / Recommendations --- p.51 / Research Implications --- p.52 / BIBLIOGRAPHY --- p.53 / APPENDICES --- p.56

Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2008.

This study aimed to investigate adaptation challenges of novice teachers in induction period, to analyze the variables influencing their adaptation, and to assess pre-service and in-service training in terms of preparing them for induction into teaching. Through a questionnaire, the data were collected from 465 novice teachers teaching in randomly selected 8 provinces of Turkey. The general results revealed that novice teachers had job-related concerns a little more often than the social concerns. The four most frequent adaptation challenges appeared as (1) workload, (2) social status and identity, (3) supervisor, and (4) classroom management challenges. Novice Teachers&rsquo / adaptation challenges differed in relation to age, subject area, university, faculty, practice teaching, existence of a mentor teacher in pre-service years, school type, grade level, amount of in-service training, and love of teaching profession. More than half of the participants perceived their pre-service and in-service training insufficient.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education