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.

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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Today's economic environment requires for a greater emphasis to be placed on the development of cost-effective solutions to meet military capability based requirements. The Joint Capabilities Integration and Development System (JCIDS) process is designed to identify materiel and non-materiel solutions to fill defense department capability requirements and gaps. Non-materiel solutions include: Doctrine, Organization, Training, Materiel, Leadership and Education, Personnel, Facilities, and Policy (DOTMLPF-P) changes. JCIDS specifies that all non-materiel solutions be analyzed and recommendations be made accordingly following a capability-based assessment (CBA). Guidance for performing CBA analysis provides minimal information on how to predict training effectiveness and as a result training investments are not properly assessed and considered as a viable alternative. Investigations into the ability to predict versus evaluate training performance and to quantify uncertainty in training system design are two identified gaps in the capability of existing training evaluation methods. To address these issues, a Methodology to Predict and Evaluate the Effectiveness of Training (MPEET) has been developed. To address the gap in predictive capability MPEET uses primary elements of learning theory and instructional design to predict the cost-effectiveness of a training program, and recommends training alternatives based on decision-maker preferences for each of the cost and effectiveness criteria. The use of educational and instructional theory involves developing and ensuring human performance requirements will be met after training. Utility theory is used to derive an overall criterion consisting of both cost and effectiveness attributes. MPEET uses this criterion as a key variable in determining how to properly allocate resources to gain maximum training effectiveness. To address the gap in quantifying uncertainty in training performance, probability theory is used within a modeling and simulation environment to create and evaluate previously deterministic variables. Effectiveness and cost variables are assigned probability distributions that reflect the applicable range of uncertainty. MPEET is a systems engineering based decision-making tool. It enhances the instructional design process, which is rooted in the fields of education and psychology, by adding an objective verification step to determine how well instructional strategies are used in the design of a training program to meet the required learning objectives. A C-130J pilot case study is used to demonstrate the application of MPEET and to show the plausibility of the approach. For the case study, metrics are derived to quantify the requirement for knowledge, skills, and attitudes in the C-130J pilot training system design. Instructional strategies were defined specifically for the C-130J training program. Feasible training alternatives were generated and evaluated for cost and effectiveness. Using information collected from decision-maker preferences for cost and effectiveness variables, a new training program is created and comparisons are made to the original. The case study allows tradeoffs to be performed quantitatively between the variable importance weightings and mean value of the probabilistic variables. Overall, it is demonstrated that MPEET provides the capability to assess the cost and effectiveness of training system design and is an enabler to the inclusion of training as an independent non-materiel alternative solution during the CBA process. Although capability gaps in the defense acquisition process motivated the development of MPEET its applicability extends to any training program following the instructional design process where the assumed constraints are not prohibitive.

Gender equality has been linked to several positive organizational outcomes, including improved overall organizational performance (Dezsö & Ross, 2012). Yet, several fields in Canada, such as technology and engineering, remain male-dominated (Statistics Canada, 2009). Men and women communicate differently, and women's communication styles are sometimes perceived as weak, particularly in male-dominated fields (Carli, 2001). Women's preference for a more communal communication style also manifests in negotiations: women are less likely to negotiate, and when they do negotiate they are less direct and ask for less than men do (Babcock & Laschever, 2003). In order to help women develop the skills they require to advance their status in male-dominated fields, the NSERC Chair for Women in Science and Engineering delivered five negotiation skills training workshops for women in science, technology, engineering and mathematics (STEM) in Ontario. This thesis evaluates this training program using Kirkpatrick and Kirkpatrick's (2006) four-level training evaluation model, with questionnaires and qualitative semi-structured follow-up interviews as the main data collection methods. Ultimately, the thesis concluded that CWSE-ON was successful in creating a training program that produced positive results at multiple levels of the Kirkpatrick model. The program was particularly effective at encouraging participants to transfer their new skills back to the workplace and actually change their negotiation behaviours. The implications of these findings for training professionals is explored in depth.

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.

This study employed Kirkpatrick's training evaluation model to better examine the reactions and learning experiences of a group of pharmaceutical industry sales professionals who participated in pandemic-related virtual compliance training in spring 2020. The field of learning technologies has few examples and limited knowledge regarding the evaluation of virtual training in the context of pandemic-related compliance training in the biopharmaceutical sector. This qualitative study employed semi-structured interviews to collect data from industry participants, allowing an examination of their experiences relative to the first three stages of Kirkpatrick's training evaluation framework, namely the reactions of the trainees, the knowledge transferred to the trainees, and the performance as it relates to the trainees' changed behaviors because of their participation in virtually delivered training.

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)