The purpose of this exploratory study was to determine which of the three training-delivery systems is the most frequently selected by training professionals in Virginia and which training methods are selected to support the chosen delivery systems. The study also examined the extent to which internal and external factors contributed to the selection of the delivery systems and the training methods. Qualitative research methodology was employed in analyzing the results of 12 in-depth interviews with purposively selected training professionals in Virginia in order to answer the research questions. This study found that (a) the training professionals chose instructor-led classroom for 46% of their programs, the blended method for 32%, and online for 22%; (b) they used a wide variety of training methods to support the program objectives and meet the audience’s needs; and (c) external factors more frequently impacted selection decisions than did internal factors, but one internal factor that impacted selection decisions was the training professionals’ understanding of instructional systems design. The external factors that had the greatest impact on the training system chosen were workplace constraints such as immediacy and scalability and the size and geographical dispersion of the audience. That is, for large and/or dispersed audiences coupled with time constraints, the online delivery system was chosen most often. Likewise, mandatory programs were most likely to be offered online. The following conclusions were drawn: (a) a shift is taking place from instructor-led-classroom delivery to blended delivery, (b) instructor-led classroom incorporates methodologies that extend beyond the lecture format, (c) companies are using emerging technologies in training and development, and (d) training and development continues to add value to the workforce, which is a powerful competitive advantage. / Ph. D.

Computerized cognitive training is recognized as an appropriate tool in enhancing working memory in individuals with and without physical limitations. Previous researchers have examined the application of computerized cognitive training in stroke patients, children suffering from ADHD, and older adults. Presently, there is a lack of controlled studies regarding computerized cognitive training in low-achieving primary school students. The goal of this study was to examine the interactions among working memory, computerized cognitive training and academic achievement. Specifically, the study sought to determine whether low-achieving primary school students would significantly improve their mathematics achievement (as measured by the Grade Four Literacy Test) and working memory capacity (as measured by the Automated Working Memory Assessment) through computerized cognitive training on working memory. A random pre-test post-test control-group experimental study was conducted to test the research hypotheses. The experimental group received progressive computerized working memory training. The control group received basic computerized working memory training. Training for both groups of student was conducted the same time each day by the class teacher at the participants' school. The duration for practice was one hour per day, five days per week for five weeks. The working memory capacity of the experimental group was compared to the control group. Both experimental and control groups subjects showed improvements in working memory scores from the baseline pre-test to the post-test. Analysis of the multivariate tests suggests that there was significant difference (Wilks Lambda F = 2.880, p = .045) between the group receiving progressive computerized working memory training compared to the group receiving basic computerized working memory training. The mathematics achievement of the experimental group was compared to the control group immediately after completing training. Both the experimental and control group students showed improvement in post training mathematics scores. However, the difference between control and experimental group improvement was not significant (F = 2.719, p = .085). The end-of-term mathematics (six weeks after completing training) scores of the experimental group was compared to the control group. Both the experimental and control group students showed improvement in their end-of-term mathematics scores. However, the difference between control and experimental group improvement was not significant (F = 2.719, p = .085).

published_or_final_version / Education / Master / Master of Education

In light of the current global prevalence of overweight and obesity, the associated health risks, and the continuing adoption of sedentary lifestyle, this thesis investigated some of the factors that contribute to exercise adherence, directly comparing high-intensity whole body interval training and continuous endurance training. 68 inactive university aged adults (Age: 21.4±3.4 yrs, BMI: 25.6±4.6 kg/m2, VO2peak 40.1±5.7 ml/kg/min) were randomized into one of three groups; a non-exercise control, whole body high intensity training, or continuous endurance training. Aerobic capacity measurements, time to completion trials, muscular endurance, and core strength measures were taken at pre, post and follow up testing sessions. Psychological questionnaires were also administered during exercise as well as throughout the study. Following the intervention both exercise groups demonstrated equivalent improvements in aerobic performance, with only the interval group experiencing improved muscular and core endurance. After the 2-month follow up testing sessions the interval group lost all aerobic and core adaptation, with endurance only experiencing a partial loss. This finding indicates that the interval group did not adhere to exercise at a level that was high enough to preserve the adaptations associated with training. This finding is further supported by the psychological factors measured throughout this study, including acute affect, enjoyment and intentions to engage in future exercise. / Thesis (Master, Kinesiology & Health Studies) -- Queen's University, 2013-10-31 15:08:15.524

Introduction: The present study describes a 3 year model for physical training of young female football players. The aim was to investigate and describe how systematical training based upon The Spinal Engine Theory and periodisation of training over time could increase the players’ physical statues, hence prepare them for increased loading over time associated with elite football. Method: 12 out of 28 players completed 3 years of periodised training including annual plans of preparatory, competitive and transition phases. A testbattery including flexibility, stability, maximum strength and power tests was performed annually. Results: A significant increase in both maximum strength and power over time was visible using ANOVA within subjects tests. Post Hoc tests indicated that the change was visible after only one year and the trend continued. Discussion: The results and the model can aid future discussion regarding coaching education and loading of young players. Along with further research regarding psychological aspects as well the material can serve as a basis for how clubs can create a better support structure around our young players. / Den aktuella studien beskriver en 3 årig modell för fysisk träning av unga kvinnliga fotbollsspelare. Syftet var att undersöka och beskriva hur systematisk träning baserad på The Spinal Motor Theory och periodisering av träning över tid skulle kunna öka spelarnas fysiska status, därmed bättre förbereda dem för ökad belastning över tid och förbereda dem för kommande elitfotboll. 12 av 28 spelare genomgick hela 3 åriga modellen som inkluderade årlig periodiserad träning innehållande förberedande, tävling och övergångsfaser. Ett testbatteri som inkluderade flexibilitet, stabilitet, maxstyrka och power tester utfördes årligen. En betydande ökning av både maximal styrka och power över tiden var synlig vid analys av ANOVA (within-subject) tester. Post hoc tester visade att förändringen var synlig efter bara ett år och trenden fortsatte under kommande 2 år. Resultaten kan bidra till framtida diskussioner kring tränarutbildning och riktlinjer kring belastning av unga spelare. Tillsammans med vidare forksning kring psykologiska aspekter kan materialet ses som ett underlag för hur klubbar kan arbeta för att skapa en bättre stödstruktur kring våra unga spelare.

Employee training is designed to help ensure successful achievement of business goals. Training's expense encourages the investigation of behavioral changes. The present study evaluated behavioral changes that occurred as a result of a Business Process training course. A performance rating measure was designed to assess the behaviors addressed in the course. A group of 52 people took the training. Performance was measured using a pretest, and then posttest three months later. A control group of 52 people also responded to the performance measure twice, without training. A second control group of 52 took a posttest only. MANOVA results showed a significant difference between change scores at the .001 level, indicating that the training did change behavior. The control group posttest scores differed somewhat between the two control groups, indicating a possible pretest effect.

Leaders in Christian ministry, in many instances, are in a crisis of competence. This research was a comparative analysis of select ministry professionals for the purpose of determining their perceptions as to the necessary leadership competencies needed for leadership in Christian ministry. The research problem that was addressed is not a new problem but one that must continue to be addressed as long as theological institutions of higher learning have the purpose of training and preparing vocational ministry leaders for Christian service. The purpose of the research that was to develop a comparative analysis of ministry professionals perceptions of the necessary character qualities and competencies for vocational ministry leaders in order to enhance ministry training. The literature review section identified the needs for this study. A theological foundation was set by looking at leaders in both Old and New Testaments and identifying the models and skills of a leader. The character and qualifications for leadership according to the Scriptures were also identified. The model of leadership that was developed in the study was a model that sees the ministry leader as a shepherd, which encompasses a variety of leadership skills, attitudes and behaviors. These were analyzed through the literature from a biblical and non-biblical leadership perspective. Other research was also analyzed in order to discover what other researchers had discovered to enhance the process of training as well. The methodology used was for the purpose of discovering the perceptions of the ministry professionals being surveyed. The study used an expert panel to assist in the development of a survey instrument that asked respondents to rank a list of leadership competencies as to their importance for ministry leaders. The respondents were asked to analyze the personal characteristics necessary for effective ministry leadership. The survey used two sample populations, local church leaders and denominational/institutional leaders which included state convention leadership and directors of associational missions. The analysis of data and correlations of the perceptions between the groups in the study was completed. The chapter that deals with data analysis shows how the data was analyzed and the responses within groups according to age, education and other demographic data. Final conclusions and implications from the research were drawn. Chapter 5 draws out conclusions from the findings in the data and it was discovered that a set of character qualities and leadership competencies existed among the ministry professionals surveyed that can be used in a variety of settings for training and preparing those who are in training for vocational Christian ministry. / This item is only available to students and faculty of the Southern Baptist Theological Seminary. If you are not associated with SBTS, this dissertation may be purchased from <a href="http://disexpress.umi.com/dxweb">http://disexpress.umi.com/dxweb</a> or downloaded through ProQuest's Dissertation and Theses database if your institution subscribes to that service.

Thesis (M. Ed.) --University of the North, 1977 / Refer to the document

Thesis (Ph.D (Education)) --University of the North, 1978 / Refer to the document / HSRC (Human Sciences Research Council) and University of the North

The purpose of this thesis is to explore dimensions that relate to the training systems effectiveness in a number of industry categories. The training system is taken as part of the reproducer boundary subsystem within the organisation (Miller 1978). The research has been developed on the assumption that no single criterion is appropriate as a measure of effectiveness of a training system (Campbell et al 1970). An index of criteria based on the different organisational variables that interact within an organisation is employed in the development of the study. In this research the structural variables (independent variables) including industry category, size and formalisation factors of the sample organisations will be related to the effectiveness of training systems in their organisations. This research attempts to formulate hypotheses in the field of training system research to contribute to a theory of training system impact studies. The popular areas of research in the field of training have mainly tended to focus separately on the effectiveness of training programmes, the economics of training, the social impact of training and the dynamics of training. To my knowledge there is no research work that tests the relationship between structure and the effectiveness of training systems.