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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Distal and proximal team processes as mediators on the training outcomes-training transfer relationship

Thomas, Brian Anthony 01 December 2003 (has links)
No description available.
2

An Approach to Embedding ITSs into Existing Systems

Amalathas, Sagaya Sabestinal January 2012 (has links)
Intelligent Tutoring Systems (ITSs) have proven their effectiveness in many domains, but very few attempts have been made to embed them with existing systems. This area of research has a lot of potential in providing life-long learning and work place training. This PhD project makes several significant contributions. This is the first attempt to embed a Constraint-Based Tutor (CBT) with an existing system, in order to investigate the benefits of providing on-the-job training. We also propose a framework for embedded ITSs, and develop DM-Tutor (Decision-Making Tutor) embedded with the MIS for palm oil. DM-Tutor is the first ITS for the domain of oil palm plantation decision making, and was developed in the ASPIRE authoring system. Our hypothesis was that DM-Tutor embedded with the MIS for palm oil would provide effective instruction and training for oil palm plantation decision making. We also wanted to investigate the role of feedback messages in helping to provide effective training.
3

DEVELOPING A HOLISTIC PERSPECTIVE ON LEARNING AND KNOWLEDGE IN A PUBLIC SECTOR ORGANISATION - AN EXPLORATION OF WORKPLACE EXPERIENCE

Kennedy, Monica, n/a January 2006 (has links)
Organisational learning and knowledge management theories are illustrated in this study as converging around discussion of three major themes: the role of the individual in the knowledge of the organisation; the increasing problematisation of the nature of knowledge; and debate over the role of mental models and organisational schema in the learning of the individual and organisation. In this study it is argued that these themes are aligned with central themes in complexity theories, and complexity is posited as an appropriate lens through which organisational experience might be viewed. The confluent themes and complexity underpin a methodological approach that is inspired by grounded theory, but which recognises the value that complexity provides as a sensitising device to the research. Narrative methods are used to collect data and participants' sense-making informs the researcher's analysis of the results. The emergence of a complex adaptive systems heuristic from the analysis of the collective narratives provides a ground for exploration of organisational members' experience using the grammar of complexity. This exploration leads to discussion of the ways in which complexity accommodates the consideration of learning and knowledge within a single frame. While the experience of organisational members in many ways reflects the properties and mechanisms of complex adaptive systems, in this study the theory does not adequately describe the nature of their learning and knowledge development in the organisation. In this exploration, tension between the formal organisation and the emergent organisation leads to a disconnect between the local learning of members in interaction and the knowledge of the organisation. The nesting feature of complex adaptive systems, where levels of aggregation build hierarchy, is not apparent in this study and this finding is discussed as having important implications for learning and knowledge sharing in the organisation. In addition, the participants of this study do not describe their learning as simply mechanical, involving the building and rebuilding of mental models, as complex adaptive systems would suggest. Learning is described as far more elaborate than the theory immediately implies. The findings of the study provide insight into the relationship between learning and knowledge in organisations through the lens of complexity as well as providing some input into developing theories of complexity. These insights are discussed with reference to the literatures across organisational learning, knowledge management and workplace learning fields and a number of implications for practice are suggested as a result. The study supports the integration of organisational learning and knowledge within a single theoretical frame and points to more integrated organisational practice. That learning and knowledge management in organisations should remain discrete in practice is at odds with the theory and with the findings of this study.
4

Ett Industriprogram - En utbildningsmodell : En studie av en utbildningsmodell där arbtesplatsförlagd utbildning och schemalagd undervisning i skolan sker parallellt

Hermansson, Marie January 2008 (has links)
<p>Upper secondary school contains of several different programs, for some of them workplace training, APU, is a part. The Industry programme is one of those. The education within a programme where workplace training is a part works out differently. The workplace training part of the education is a collaboration between school and different working sites. The aim of this study is to illuminate one kind of education model from different perspectives.</p><p>The workplace training part of this model starts from term four and takes place two days every week, the other three days of the week used for education in school. The questions at issue for this study are in what meaning can workplace training affect the results of the programme goals? And how is the education interpreted, valued and described by different participants? The study contains of sex interviewees. In the study are six persons from three different categories; cooperative companies, teachers teaching core subjects and pupils. The results from the study show how important the cooperative companies think that communication and the possibility to be able to have influence in the education model are. They look at themselves not only as a company that provides trainee possibilities. They also consider the lifeexperience that the pupils get through the combination of education in school combined with workplaced training affect their efforts of reaching the programme goal positively. The education model is seen with positive eyes both from the cooperative companies and the pupils, while the results from the coresubject teachers interviews not are quit as distinct.</p>
5

Ett Industriprogram - En utbildningsmodell : En studie av en utbildningsmodell där arbtesplatsförlagd utbildning och schemalagd undervisning i skolan sker parallellt

Hermansson, Marie January 2008 (has links)
Upper secondary school contains of several different programs, for some of them workplace training, APU, is a part. The Industry programme is one of those. The education within a programme where workplace training is a part works out differently. The workplace training part of the education is a collaboration between school and different working sites. The aim of this study is to illuminate one kind of education model from different perspectives. The workplace training part of this model starts from term four and takes place two days every week, the other three days of the week used for education in school. The questions at issue for this study are in what meaning can workplace training affect the results of the programme goals? And how is the education interpreted, valued and described by different participants? The study contains of sex interviewees. In the study are six persons from three different categories; cooperative companies, teachers teaching core subjects and pupils. The results from the study show how important the cooperative companies think that communication and the possibility to be able to have influence in the education model are. They look at themselves not only as a company that provides trainee possibilities. They also consider the lifeexperience that the pupils get through the combination of education in school combined with workplaced training affect their efforts of reaching the programme goal positively. The education model is seen with positive eyes both from the cooperative companies and the pupils, while the results from the coresubject teachers interviews not are quit as distinct.
6

Relationship of Team Training Components to Perceptions of Team Performance

Willbanks, Kristi D. 12 1900 (has links)
The purpose of this research study was to identify the specific components of team training that contribute most to a team's ability to perform effectively. The analysis conducted involved examining the relationship between the Training Support System Survey (Hall, 1998) along with the Training Strategies and Training Content sub-scales, and the overall measure of team performance from Beyerlein's (1996) Perceptions of Team Performance survey. Results were mostly inconclusive, due to limitations of the research. However, a few interesting findings were found related to team training for different types of teams. In addition, this research is helpful in moving toward a better understanding of the relationship between team training and team performance and pointing toward the need for additional research in this area.
7

'n Model vir die opleiding van gehaltegroeplede

Nieuwoudt, Stephanus Francois 17 November 2014 (has links)
D.Ed. / Please refer to full text to view abstract
8

Mindfulness: Investigating a Potential Resource for Resilience Against Workplace Ego Depletion

Lyddy, Christopher J. 13 September 2016 (has links)
No description available.
9

The impact on current and former learners of ABET programme run at Duvha Power Station

Shelile, Motlatsi Petrus 14 November 2006 (has links)
Student Number : 9710307F - MEd research report - School of Education - Faculty of Humanities / This study evaluated the impact on learners of Adult Basic Education and Training (ABET) programmes at Duvha Power Station. The methods of collecting data comprised face-toface interviews, on-site participant observation, classroom observation and document analysis. The underlying assumption was that ABET programmes did not have a positive impact on either the company and individual candidates, and that they were only provided to comply with the legislation and not to develop and empower people. What emerged from findings was that ABET programmes had a major impact on the company and on the individual candidates, in their homes and communities. The findings, however, also revealed weaknesses and challenges in ABET level 1 that need to be addressed i.e ABET level 1 respondents showed no further interest in participating in the programme citing advanced age, learning being for youth, difficult sums etc, as some of the reasons.
10

Identifying departmental team dynamics in a regulated casino environment

Hughes, David Robert January 2007 (has links)
Literature has been reviewed on the formation and structure of groups and teams in order to establish what differences there are in the types of teams that exist in the modern workplace, and what it is that facilitates effective and high performance of such teams. From the results of the qualitative research conducted, the author is of the opinion that the notion of teams operating in the regulated casino environment is somewhat exaggerated. At year end functions and award ceremonies, mention is made of the teams that successfully contributed to the various achievements but, upon closer inspection, no teams are evident at the “coal face”. Some of the reasons for this may be that there appears to be a lack of those skills necessary to harness people into successful teams especially during the early stages of the business lifecycle. Too few people at grass root level have the required knowledge, skills and attitude to take the lead and form a team especially in an unfamiliar environment. It may also be as a result of the different management styles imposed on the labour force over a long period of time. As organisations are forced to become more competitive, especially on the global market, it is the author’s opinion that the management style in progressive organisations will probably have shifted from autocratic to paternalistic to democratic; yet very few businesses are practicing participative management, although buzzwords relating to participative management are used freely. Ultimately, accountability rests with top management and results are measured by bottom line figures. Since accountability is centralised, the intrinsic and extrinsic rewards for success are also confined to management who is likely to be criticised, attacked, or got rid of, and these recipients are often not volunteering to share the benefits reaped – even though the recipients would mutter words such as “if it were not for my team” or “ thanks to my team”. With this viewpoint in mind the treatise aims to address specific and practical interventions that could be implemented without much organisational change and yet developing a culture of team development and team building within an organisation. The author is of the opinion that the responses imparted from the different respondents in the research results could benefit Sun International within its training methodology policy framework. Although, each casino unit is managed autonomously, Sun International, via its centralised training facility, could apply successful specific and practical training interventions in respect of team dynamics. Results extracted from unit staff climate surveys and staff feedback sessions could be collated from the different training departments within the group and presented in workshops at quarterly conferences and feedback seminars. The effectiveness of these interventions, once implemented, could be assessed in a performance measurement framework. Eales-White (1996: 34) quotes Peters as saying, “I observe the power of the team is so great that it is often wise to violate common sense and force a team structure on almost anything … companies that do, will achieve greater focus, stronger task orientation and enhanced individual commitment.

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