Sample records for job readiness training

  1. Effects of a Training Program on the Job Readiness of Physically Handicapped Sheltered Workshop Employees.

    ERIC Educational Resources Information Center

    Tesolowski, Dennis G.; Halpin, Gerald

    Twenty-two physically handicapped sheltered workshop employees were matched on the severity of their disabilities and randomly assigned to either an experimental or control group. Those in the experimental group participated in a one-hour-per-day, fifteen-day job readiness training program in addition to their regular sheltered workshop jobs while…

  2. 45 CFR 286.105 - What limitations concerning vocational education, job search and job readiness assistance exist...

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ..., job search and job readiness assistance exist with respect to the work participation rate? 286.105... vocational education, job search and job readiness assistance exist with respect to the work participation... 12 months. (b) There are two limitations concerning job search and job readiness: (1) Job search and...

  3. Computer Skills Training and Readiness to Work with Computers

    ERIC Educational Resources Information Center

    Mor, Dalit; Laks, Hagar; Hershkovitz, Arnon

    2016-01-01

    In today's job market, computer skills are part of the prerequisites for many jobs. In this paper, we report on a study of readiness to work with computers (the dependent variable) among unemployed women (N = 54) after participating in a unique, web-supported training focused on computer skills and empowerment. Overall, the level of participants'…

  4. Using a Computer Simulation to Improve Psychological Readiness for Job Interviewing in Unemployed Individuals of Pre-Retirement Age.

    PubMed

    Aysina, Rimma M; Efremova, Galina I; Maksimenko, Zhanna A; Nikiforov, Mikhail V

    2017-05-01

    Unemployed individuals of pre-retirement age face significant challenges in finding a new job. This may be partly due to their lack of psychological readiness to go through a job interview. We view psychological readiness as one of the psychological attitude components. It is an active conscious readiness to interact with a certain aspect of reality, based on previously acquired experience. It includes a persons' special competence to manage their activities and cope with anxiety. We created Job Interview Simulation Training (JIST) - a computer-based simulator, which allowed unemployed job seekers to practice interviewing repeatedly in a stress-free environment. We hypothesized that completion of JIST would be related to increase in pre-retirement job seekers' psychological readiness for job interviewing in real life. Participants were randomized into control (n = 18) and experimental (n = 21) conditions. Both groups completed pre- and post-intervention job interview role-plays and self-reporting forms of psychological readiness for job interviewing. JIST consisted of 5 sessions of a simulated job interview, and the experimental group found it easy to use and navigate as well as helpful to prepare for interviewing. After finishing JIST-sessions the experimental group had significant decrease in heart rate during the post-intervention role-play and demonstrated significant increase in their self-rated psychological readiness, whereas the control group did not have changes in these variables. Future research may help clarify whether JIST is related to an increase in re-employment of pre-retirement job seekers.

  5. Using a Computer Simulation to Improve Psychological Readiness for Job Interviewing in Unemployed Individuals of Pre-Retirement Age

    PubMed Central

    Aysina, Rimma M.; Efremova, Galina I.; Maksimenko, Zhanna A.; Nikiforov, Mikhail V.

    2017-01-01

    Unemployed individuals of pre-retirement age face significant challenges in finding a new job. This may be partly due to their lack of psychological readiness to go through a job interview. We view psychological readiness as one of the psychological attitude components. It is an active conscious readiness to interact with a certain aspect of reality, based on previously acquired experience. It includes a persons’ special competence to manage their activities and cope with anxiety. We created Job Interview Simulation Training (JIST) – a computer-based simulator, which allowed unemployed job seekers to practice interviewing repeatedly in a stress-free environment. We hypothesized that completion of JIST would be related to increase in pre-retirement job seekers’ psychological readiness for job interviewing in real life. Participants were randomized into control (n = 18) and experimental (n = 21) conditions. Both groups completed pre- and post-intervention job interview role-plays and self-reporting forms of psychological readiness for job interviewing. JIST consisted of 5 sessions of a simulated job interview, and the experimental group found it easy to use and navigate as well as helpful to prepare for interviewing. After finishing JIST-sessions the experimental group had significant decrease in heart rate during the post-intervention role-play and demonstrated significant increase in their self-rated psychological readiness, whereas the control group did not have changes in these variables. Future research may help clarify whether JIST is related to an increase in re-employment of pre-retirement job seekers. PMID:28580025

  6. E-Learning--Engineering, On-Job Training and Interactive Teaching

    ERIC Educational Resources Information Center

    Silva, Anderson, Ed.; Pontes, Elvis, Ed.; Guelfi, Adilson, Ed.; Kofuji, Sergio Takeo, Ed.

    2012-01-01

    Chapters in this book include: (1) Courseware Adaptation to Learning Styles and Knowledge Level (Boyan Bontchev and Dessislava Vassileva); (2) Assisted On-Job Training (Claudio Teixeira and Joaquim Sousa Pinto); (3) Self-Directed Learning Readiness Factors in Physicians for Implementing E-Learning in the Continuing Medical Education Programs…

  7. Are They Ready to Teach? Student Teachers' Readiness for the Job with Reference to Teacher Competence Frameworks

    ERIC Educational Resources Information Center

    Mohamed, Zulaikha; Valcke, Martin; De Wever, Bram

    2017-01-01

    This is the first report in a series of studies concerning student teachers' readiness-for-the-job, defined by a framework of 11 international teacher competences (ITCs). Attaining readiness-for-the-job is connected to four characteristics of teacher education, namely; (1) employing the ITCs in day-to-day teaching in initial teacher education, (2)…

  8. Exploring employment readiness through mock job interview and workplace role-play exercises: comparing youth with physical disabilities to their typically developing peers.

    PubMed

    Lindsay, Sally; McDougall, Carolyn; Sanford, Robyn; Menna-Dack, Dolly; Kingsnorth, Shauna; Adams, Tracey

    2015-01-01

    To assess performance differences in a mock job interview and workplace role-play exercise for youth with disabilities compared to their typically developing peers. We evaluated a purposive sample of 31 youth (15 with a physical disability and 16 typically developing) on their performance (content and delivery) in employment readiness role-play exercises. Our findings show significant differences between youth with disabilities compared to typically developing peers in several areas of the mock interview content (i.e. responses to the questions: "tell me about yourself", "how would you provide feedback to someone not doing their share" and a problem-solving scenario question) and delivery (i.e. voice clarity and mean latency). We found no significant differences in the workplace role-play performances of youth with and without disabilities. Youth with physical disabilities performed poorer in some areas of a job interview compared to their typically developing peers. They could benefit from further targeted employment readiness training. Clinicians should: Coach youth with physical disability on how to "sell" their abilities to potential employers and encourage youth to get involved in volunteer activities and employment readiness training programs. Consider using mock job interviews and other employment role-play exercises as assessment and training tools for youth with physical disabilities. Involve speech pathologists in the development of employment readiness programs that address voice clarity as a potential delivery issue.

  9. 45 CFR 286.105 - What limitations concerning vocational education, job search and job readiness assistance exist...

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ..., job search and job readiness assistance exist with respect to the work participation rate? 286.105 Section 286.105 Public Welfare Regulations Relating to Public Welfare OFFICE OF FAMILY ASSISTANCE (ASSISTANCE PROGRAMS), ADMINISTRATION FOR CHILDREN AND FAMILIES, DEPARTMENT OF HEALTH AND HUMAN SERVICES...

  10. 45 CFR 286.105 - What limitations concerning vocational education, job search and job readiness assistance exist...

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ..., job search and job readiness assistance exist with respect to the work participation rate? 286.105 Section 286.105 Public Welfare Regulations Relating to Public Welfare OFFICE OF FAMILY ASSISTANCE (ASSISTANCE PROGRAMS), ADMINISTRATION FOR CHILDREN AND FAMILIES, DEPARTMENT OF HEALTH AND HUMAN SERVICES...

  11. 45 CFR 286.105 - What limitations concerning vocational education, job search and job readiness assistance exist...

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ..., job search and job readiness assistance exist with respect to the work participation rate? 286.105 Section 286.105 Public Welfare Regulations Relating to Public Welfare OFFICE OF FAMILY ASSISTANCE (ASSISTANCE PROGRAMS), ADMINISTRATION FOR CHILDREN AND FAMILIES, DEPARTMENT OF HEALTH AND HUMAN SERVICES...

  12. 45 CFR 261.34 - Are there any limitations in counting job search and job readiness assistance toward the...

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 45 Public Welfare 2 2011-10-01 2011-10-01 false Are there any limitations in counting job search and job readiness assistance toward the participation rates? 261.34 Section 261.34 Public Welfare... Work Activities and How Do They Count? § 261.34 Are there any limitations in counting job search and...

  13. 45 CFR 261.34 - Are there any limitations in counting job search and job readiness assistance toward the...

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 45 Public Welfare 2 2013-10-01 2012-10-01 true Are there any limitations in counting job search and job readiness assistance toward the participation rates? 261.34 Section 261.34 Public Welfare... Work Activities and How Do They Count? § 261.34 Are there any limitations in counting job search and...

  14. 45 CFR 261.34 - Are there any limitations in counting job search and job readiness assistance toward the...

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 45 Public Welfare 2 2010-10-01 2010-10-01 false Are there any limitations in counting job search and job readiness assistance toward the participation rates? 261.34 Section 261.34 Public Welfare... Work Activities and How Do They Count? § 261.34 Are there any limitations in counting job search and...

  15. 45 CFR 261.34 - Are there any limitations in counting job search and job readiness assistance toward the...

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 45 Public Welfare 2 2012-10-01 2012-10-01 false Are there any limitations in counting job search and job readiness assistance toward the participation rates? 261.34 Section 261.34 Public Welfare... Work Activities and How Do They Count? § 261.34 Are there any limitations in counting job search and...

  16. 45 CFR 261.34 - Are there any limitations in counting job search and job readiness assistance toward the...

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 45 Public Welfare 2 2014-10-01 2012-10-01 true Are there any limitations in counting job search and job readiness assistance toward the participation rates? 261.34 Section 261.34 Public Welfare... Work Activities and How Do They Count? § 261.34 Are there any limitations in counting job search and...

  17. Effects of Desktop Virtual Reality Environment Training on State Anxiety and Vocational Identity Scores among Persons with Disabilities during Job Placement

    ERIC Educational Resources Information Center

    Washington, Andre Lamont

    2013-01-01

    This study examined how desktop virtual reality environment training (DVRET) affected state anxiety and vocational identity of vocational rehabilitation services consumers during job placement/job readiness activities. It utilized a quantitative research model with a quasi-experimental pretest-posttest design plus some qualitative descriptive…

  18. The Job Training and Job Satisfaction Survey Technical Manual

    ERIC Educational Resources Information Center

    Schmidt, Steven W.

    2004-01-01

    Job training has become an important aspect of an employee's overall job experience. However, it is not often called out specifically on instruments measuring job satisfaction. This technical manual details the processes used in the development and validation of a survey instrument to measure job training satisfaction and overall job…

  19. Women's Job Training Agenda.

    ERIC Educational Resources Information Center

    Women Work! The National Network for Women's Employment, Washington, DC.

    The Coalition on Women and Job Training has developed a women's job training agenda that focuses on nine issues related to women's full participation in training and achievement of economic self-sufficiency. The issues highlighted in the agenda are as follows: (1) the need to make long-term economic self-sufficiency the goal of all employment and…

  20. The importance of job training to job satisfaction of older workers.

    PubMed

    Leppel, Karen; Brucker, Eric; Cochran, Jeremy

    2012-01-01

    If job training has positive impacts on worker satisfaction, then job training can have desirable consequences for an organization that result both directly through its effects on productivity and indirectly through its effects on job satisfaction. Furthermore, the aging of the workforce implies that older workers will become increasingly important to firms and to the economy. This study, therefore, seeks to examine the relationship between job training and job satisfaction, focusing in particular on U.S. workers born in 1964 or earlier. The results of ordered logit regression analysis indicate that availability and quality of training received directly affect job satisfaction.

  1. Readiness for change and job satisfaction in a case of lean management application - a comparative study.

    PubMed

    Lipińska-Grobelny, Agnieszka; Papieska, Ewelina

    2012-09-01

    This current study investigates the effect of lean management system on work attitudes of workers of two manufacturing companies. "Lean management" is a concept of work processes and human relations that determines company's productivity and profitability. Workers of two enterprises, the first one with lean production and the second one with old mass production, were compared for their readiness for change and job satisfaction (both emotional and cognitive aspect). The sample of 102 employees completed a battery of instruments such as: the Job Description Inventory by Neuberger and Allerbeck, the Job Affect Scale by Burke et al. and the Change-Readiness Scale by Kriegel and Brandt. Individuals from the lean manufacturing company were characterized by higher level of readiness for change, positive affect at work, and cognitive job satisfaction. In this approach the introduction of lean production positively affected company's human resource attitudes.

  2. Community Job Initiatives: Readiness, Training, Creation and Retention.

    ERIC Educational Resources Information Center

    Shabecoff, Alice; And Others

    1993-01-01

    A community-based approach can excel at putting people back to work. The community-based strategy for helping people find and keep jobs needs to provide comprehensive and integrated services. Collaboration is likely to be the most practical means to round up those services. Community groups usually have a dual purpose in pursuing a jobs program:…

  3. A Guide to Job Analysis for the Preparation of Job Training Programmes.

    ERIC Educational Resources Information Center

    Ceramics, Glass, and Mineral Products Industry Training Board, Harrow (England).

    The paper deals with job analysis for the preparation of job training programs. The analytical approach involves five steps: enlisting support, examining the job, describing the job, analyzing training requirements, and planning the programs. Appendixes include methods of producing training schemes--the simple job breakdown, straightforward…

  4. Structuring On-the-Job Training.

    ERIC Educational Resources Information Center

    DeJong, J. A.; Versloot, A. M.

    A study examined on-the-job training (OJT) at 8 Dutch firms employing more than 500 individuals each. A case study approach was used to investigate the following: job characteristics, program history, training schedules, training process, training materials, interaction with production, trainee characteristics, trainer characteristics, social…

  5. Observational Learning on Industry Work Practices toward Job Readiness

    ERIC Educational Resources Information Center

    Rojuli, Subkhan; Rahayu, Agus; Disman

    2017-01-01

    This research aims to find out the influence of observational learning on job readiness based on some indicators and variables. This is a quantitative research in which Structural Equation Modeling (SEM) was used. The research method is survey. The participants of this research are the Grade XII students of Accountancy Department of State…

  6. The Relationship between Job Training and Job Satisfaction: A Review of Literature

    ERIC Educational Resources Information Center

    Schmidt, Steven W.

    2010-01-01

    As stand-alone concepts, job satisfaction and job training have each been researched extensively. However, encouraged by researchers who have found a myriad of effects of job training on employee behavior in the workplace, the concepts of job training and job satisfaction are being examined together. Results of many studies indicate that the…

  7. 20 CFR 628.420 - Job training plan.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 20 Employees' Benefits 3 2011-04-01 2011-04-01 false Job training plan. 628.420 Section 628.420... THE JOB TRAINING PARTNERSHIP ACT Local Service Delivery System § 628.420 Job training plan. (a) The Governor shall issue instructions and schedules to assure that job training plans and plan modifications...

  8. 20 CFR 628.420 - Job training plan.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 20 Employees' Benefits 3 2012-04-01 2012-04-01 false Job training plan. 628.420 Section 628.420... THE JOB TRAINING PARTNERSHIP ACT Local Service Delivery System § 628.420 Job training plan. (a) The Governor shall issue instructions and schedules to assure that job training plans and plan modifications...

  9. 20 CFR 628.420 - Job training plan.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false Job training plan. 628.420 Section 628.420... THE JOB TRAINING PARTNERSHIP ACT Local Service Delivery System § 628.420 Job training plan. (a) The Governor shall issue instructions and schedules to assure that job training plans and plan modifications...

  10. Vocational Preparatory Instruction: Staff Self-Training Program. Workplace Readiness Module.

    ERIC Educational Resources Information Center

    Palladino, Dolores

    Designed for learning managers in a vocational preparatory instruction (VPI) lab, this three-part Workplace Readiness module provides teaching strategies they can use with students to: identify vocational interest and aptitude in making career choices; demonstrate job acquisition and job retention skills; and apply Secretary's Commission on…

  11. 28 CFR 345.83 - Job safety training.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 28 Judicial Administration 2 2013-07-01 2013-07-01 false Job safety training. 345.83 Section 345... INDUSTRIES (FPI) INMATE WORK PROGRAMS FPI Inmate Training and Scholarship Programs § 345.83 Job safety training. FPI provides inmates with regular job safety training which is developed and scheduled in...

  12. 28 CFR 345.83 - Job safety training.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 28 Judicial Administration 2 2014-07-01 2014-07-01 false Job safety training. 345.83 Section 345... INDUSTRIES (FPI) INMATE WORK PROGRAMS FPI Inmate Training and Scholarship Programs § 345.83 Job safety training. FPI provides inmates with regular job safety training which is developed and scheduled in...

  13. 28 CFR 345.83 - Job safety training.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 28 Judicial Administration 2 2012-07-01 2012-07-01 false Job safety training. 345.83 Section 345... INDUSTRIES (FPI) INMATE WORK PROGRAMS FPI Inmate Training and Scholarship Programs § 345.83 Job safety training. FPI provides inmates with regular job safety training which is developed and scheduled in...

  14. 28 CFR 345.83 - Job safety training.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 28 Judicial Administration 2 2011-07-01 2011-07-01 false Job safety training. 345.83 Section 345... INDUSTRIES (FPI) INMATE WORK PROGRAMS FPI Inmate Training and Scholarship Programs § 345.83 Job safety training. FPI provides inmates with regular job safety training which is developed and scheduled in...

  15. 28 CFR 345.83 - Job safety training.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 28 Judicial Administration 2 2010-07-01 2010-07-01 false Job safety training. 345.83 Section 345... INDUSTRIES (FPI) INMATE WORK PROGRAMS FPI Inmate Training and Scholarship Programs § 345.83 Job safety training. FPI provides inmates with regular job safety training which is developed and scheduled in...

  16. 38 CFR 21.296 - Selecting a training establishment for on-job training.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... establishment for on-job training. 21.296 Section 21.296 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF... establishment for on-job training. (a) Additional criteria for selecting a training establishment. In addition... to provide on-job training to disabled veterans; (2) Provide continuous training for each veteran...

  17. 38 CFR 21.296 - Selecting a training establishment for on-job training.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... establishment for on-job training. 21.296 Section 21.296 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF... establishment for on-job training. (a) Additional criteria for selecting a training establishment. In addition... to provide on-job training to disabled veterans; (2) Provide continuous training for each veteran...

  18. 38 CFR 21.296 - Selecting a training establishment for on-job training.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... establishment for on-job training. 21.296 Section 21.296 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF... establishment for on-job training. (a) Additional criteria for selecting a training establishment. In addition... to provide on-job training to disabled veterans; (2) Provide continuous training for each veteran...

  19. Solar Training Network and Solar Ready Vets

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Dalstrom, Tenley Ann

    2016-09-14

    In 2016, the White House announced the Solar Ready Vets program, funded under DOE's SunShot initiative would be administered by The Solar Foundation to connect transitioning military personnel to solar training and employment as they separate from service. This presentation is geared to informing and recruiting employer partners for the Solar Ready Vets program, and the Solar Training Network. It describes the programs, and the benefits to employers that choose to connect to the programs.

  20. 20 CFR 638.541 - Job Corps training opportunities.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 20 Employees' Benefits 3 2011-04-01 2011-04-01 false Job Corps training opportunities. 638.541 Section 638.541 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR JOB CORPS PROGRAM UNDER TITLE IV-B OF THE JOB TRAINING PARTNERSHIP ACT Center Operations § 638.541 Job Corps...

  1. 20 CFR 638.541 - Job Corps training opportunities.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 20 Employees' Benefits 3 2012-04-01 2012-04-01 false Job Corps training opportunities. 638.541 Section 638.541 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR JOB CORPS PROGRAM UNDER TITLE IV-B OF THE JOB TRAINING PARTNERSHIP ACT Center Operations § 638.541 Job Corps...

  2. 20 CFR 638.541 - Job Corps training opportunities.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false Job Corps training opportunities. 638.541 Section 638.541 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR JOB CORPS PROGRAM UNDER TITLE IV-B OF THE JOB TRAINING PARTNERSHIP ACT Center Operations § 638.541 Job Corps...

  3. Collaborative Job Training in Rural Areas

    ERIC Educational Resources Information Center

    Green, Gary Paul; Galetto, Valeria; Haines, Anna

    2003-01-01

    We examine collaborative efforts by employers to provide job training in rural areas and assess how this collaboration affects the willingness of employers to train workers. Data are drawn from a telephone survey conducted in 2001 of a stratified random sample of 1,590 nonmetropolitan firms in the U.S. The literature on job training suggests that…

  4. 20 CFR 628.210 - State Job Training Coordinating Council.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 20 Employees' Benefits 3 2011-04-01 2011-04-01 false State Job Training Coordinating Council. 628... PROGRAMS UNDER TITLE II OF THE JOB TRAINING PARTNERSHIP ACT State Planning § 628.210 State Job Training Coordinating Council. (a) The Governor shall appoint a State Job Training Coordinating Council (SJTCC) pursuant...

  5. 20 CFR 628.210 - State Job Training Coordinating Council.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 20 Employees' Benefits 3 2012-04-01 2012-04-01 false State Job Training Coordinating Council. 628... PROGRAMS UNDER TITLE II OF THE JOB TRAINING PARTNERSHIP ACT State Planning § 628.210 State Job Training Coordinating Council. (a) The Governor shall appoint a State Job Training Coordinating Council (SJTCC) pursuant...

  6. 20 CFR 628.210 - State Job Training Coordinating Council.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false State Job Training Coordinating Council. 628... PROGRAMS UNDER TITLE II OF THE JOB TRAINING PARTNERSHIP ACT State Planning § 628.210 State Job Training Coordinating Council. (a) The Governor shall appoint a State Job Training Coordinating Council (SJTCC) pursuant...

  7. 20 CFR 627.240 - On-the-job training.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 20 Employees' Benefits 3 2012-04-01 2012-04-01 false On-the-job training. 627.240 Section 627.240... PROGRAMS UNDER TITLES I, II, AND III OF THE ACT Program Requirements § 627.240 On-the-job training. (a) General—(1) On-the-job training (OJT) means training by an employer in the private or public sector given...

  8. 20 CFR 627.240 - On-the-job training.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 20 Employees' Benefits 3 2011-04-01 2011-04-01 false On-the-job training. 627.240 Section 627.240... PROGRAMS UNDER TITLES I, II, AND III OF THE ACT Program Requirements § 627.240 On-the-job training. (a) General—(1) On-the-job training (OJT) means training by an employer in the private or public sector given...

  9. 20 CFR 627.240 - On-the-job training.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false On-the-job training. 627.240 Section 627.240... PROGRAMS UNDER TITLES I, II, AND III OF THE ACT Program Requirements § 627.240 On-the-job training. (a) General—(1) On-the-job training (OJT) means training by an employer in the private or public sector given...

  10. Does On-the-Job Training Improve an Employee's Job Performance?

    ERIC Educational Resources Information Center

    Duff, Juanita

    A study examined the link between on-the-job training (OJT) and job performance in a randomly selected sample of 50 skilled maintenance craftpersons employed by the city of Chicago. The sample was identified from the training sheets signed by 160 employees who participated in OJT in a 1-month period. The majority of the employees agreed with…

  11. 25 CFR 26.30 - Does the Job Training Program provide part-time training or short-term training?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 false Does the Job Training Program provide part-time training or short-term training? 26.30 Section 26.30 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Training Services § 26.30 Does the Job Training...

  12. Contextualized Literacy in Green Jobs Training

    ERIC Educational Resources Information Center

    Waugh, Alexandra

    2013-01-01

    Millions of adult Americans lack the basic literacy skills necessary to perform everyday tasks requiring basic reading and math. This stifles our economy, given that employers are increasingly likely to require education or training beyond high school. Organizations that provide job training to lower-skilled adults through Jobs for the Future's…

  13. 75 FR 62188 - Proposed Information Collection (Other On-The-Job Training and Apprenticeship Training Agreement...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-10-07

    ... On-The-Job Training and Apprenticeship Training Agreement and Standards and Employer's Application To Provide Job Training) Activity: Comment Request AGENCY: Veterans Benefits Administration, Department of... for job training program. DATES: Written comments and recommendations on the proposed collection of...

  14. 29 CFR 785.29 - Training directly related to employee's job.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 29 Labor 3 2011-07-01 2011-07-01 false Training directly related to employee's job. 785.29 Section...'s job. The training is directly related to the employee's job if it is designed to make the employee handle his job more effectively as distinguished from training him for another job, or to a new or...

  15. 29 CFR 785.29 - Training directly related to employee's job.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 29 Labor 3 2013-07-01 2013-07-01 false Training directly related to employee's job. 785.29 Section...'s job. The training is directly related to the employee's job if it is designed to make the employee handle his job more effectively as distinguished from training him for another job, or to a new or...

  16. 29 CFR 785.29 - Training directly related to employee's job.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 29 Labor 3 2014-07-01 2014-07-01 false Training directly related to employee's job. 785.29 Section...'s job. The training is directly related to the employee's job if it is designed to make the employee handle his job more effectively as distinguished from training him for another job, or to a new or...

  17. 29 CFR 785.29 - Training directly related to employee's job.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 29 Labor 3 2012-07-01 2012-07-01 false Training directly related to employee's job. 785.29 Section...'s job. The training is directly related to the employee's job if it is designed to make the employee handle his job more effectively as distinguished from training him for another job, or to a new or...

  18. 29 CFR 785.29 - Training directly related to employee's job.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 29 Labor 3 2010-07-01 2010-07-01 false Training directly related to employee's job. 785.29 Section...'s job. The training is directly related to the employee's job if it is designed to make the employee handle his job more effectively as distinguished from training him for another job, or to a new or...

  19. A.I.D.P. Part Time Jobs 1988-89. OREA Report.

    ERIC Educational Resources Information Center

    Mei, Dolores M.; And Others

    The Part-Time Jobs portion of the Attendance Improvement Dropout Prevention (AIDP) Program in New York City provided job-readiness training and job placements in an effort to motivate students to improve academic achievement and school attendance. Programs were implemented at schools with a student attendance rate at or below the citywide median…

  20. Transparency on College and Career Readiness: How Does Your State Measure Up?

    ERIC Educational Resources Information Center

    Boyd, Sandra

    2017-01-01

    Over the past two decades, college and career readiness became a priority in K-12 education. While graduation rates have been rising, far too many high school graduates are not ready to succeed in college or a job. Employers note that freshly-minted employees too often need additional training to perform their roles, many are ineligible for…

  1. The effects of restorative care training on caregiver job satisfaction.

    PubMed

    Walker, Bonnie L; Harrington, Susan S

    2013-01-01

    The job satisfaction of assisted living facility staff was examined as part of an evaluation study of a restorative care training program. Participants completed a job satisfaction survey at registration (before the training) and again at follow-up 3 months after registration (1 month after the conclusion of the training). Researchers examined the effects of training on job satisfaction. Researchers found a high level of job dissatisfaction at registration. At follow-up, responses were more positive on most of the items suggesting a slight but significant change to a more positive attitude toward their jobs. Improving staff job satisfaction in the assisted living environment is an important goal and needs further investigation. Providing staff with inservice training may be one way to help nurse educators achieve that goal.

  2. 38 CFR 21.4262 - Other training on-the-job courses.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2012-07-01 2012-07-01 false Other training on-the-job... § 21.4262 Other training on-the-job courses. (a) General. An “other training on-the-job” course is any training on the job which does not qualify as an apprentice course, as defined in § 21.4261, but which...

  3. 38 CFR 21.4262 - Other training on-the-job courses.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2013-07-01 2013-07-01 false Other training on-the-job... § 21.4262 Other training on-the-job courses. (a) General. An “other training on-the-job” course is any training on the job which does not qualify as an apprentice course, as defined in § 21.4261, but which...

  4. 38 CFR 21.4262 - Other training on-the-job courses.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2014-07-01 2014-07-01 false Other training on-the-job... § 21.4262 Other training on-the-job courses. (a) General. An “other training on-the-job” course is any training on the job which does not qualify as an apprentice course, as defined in § 21.4261, but which...

  5. Fully On-the-Job Training: Experiences and Steps Ahead

    ERIC Educational Resources Information Center

    Wood, Susanne

    2004-01-01

    Fully on-the-job training, the majority of which is conducted in the workplace as part of the normal experience of the employee, is perceived to offer benefits to apprentices/ trainees, employers and registered training organisations. This report finds fully on-the-job training is viewed by learners and registered training organisations as a good…

  6. Training quality job interviews with adults with developmental disabilities.

    PubMed

    Mozingo, D; Ackley, G B; Bailey, J S

    1994-01-01

    Supported work models of vocational integration have increased the employability of individuals with developmental disabilities. Interview questions most frequently used and corresponding responses considered most beneficial to job applicants were derived from an empirical analysis of the "hiring community" and served as a basis for the development of the verbal job interview skills training package evaluated in this research. Dependent measures were objective, behavioral indices of the quality of job interview responses. One-to-one training by a direct training staff, job coach, and a trained behavior analyst resulted in improved responding by all subjects as indicated in a multiple baseline design across interview questions. Improved quality in responding to questions generalized to variations in interview questions, to a novel interviewer, and in an in vivo interview situation. Finally, global measures of social validity support the value of the quality-of-response training.

  7. Job-sharing in paediatric training in Australia: availability and trainee perceptions.

    PubMed

    Whitelaw, C M; Nash, M C

    2001-04-16

    To examine the current availability of job-sharing in paediatric training hospitals in Australia and to evaluate job-sharing from the trainees' perspective. National survey with structured telephone interviews and postal questionnai res. The eight major paediatric training hospitals in Australia. Directors of Paediatric Physician Training (DPPTs) at each hospital (or a staff member nominated by them) provided information by phone interview regarding job-sharing. All paediatric trainees who job-shared in 1998 (n=34) were sent written questionnaires, of which 25 were returned. Hospitals differed in terms of whether a trainee was required to give a reason for wishing to job-share, and what reasons were acceptable. One hospital stated that two specialty units (Intensive Care and Neonatal Intensive Care) were excluded from job-sharing, and another stated that certain units were unlikely to be allocated job-sharers. The remaining six hospitals said that all units were available for job-sharing, but the majority of their trainees disagreed. Only one hospital had a cap on the number of job-share positions available yearly. Trainees perceived benefits of job-sharing to include decreased tiredness, increased enthusiasm for work, and the ability to strike a balance between training and other aspects of life. Trainees believed job-sharing did not adversely affect the quality of service provided to patients, and that part-time training was not of lower quality than full-time training. Job-sharing in Australian paediatric training hospitals varies in terms of the number of positions available, eligibility criteria, and which units are available for job-sharing. In our survey, trainees' experience of job-sharing was overwhelmingly positive.

  8. 25 CFR 26.12 - Who provides the Job Placement and Training?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 false Who provides the Job Placement and Training? 26.12... AND TRAINING PROGRAM General Applicability § 26.12 Who provides the Job Placement and Training? The... associations or small business establishments with apprenticeship or on-the-job training (OJT) programs leading...

  9. Training Affects Variability in Training Performance both Within and Across Jobs

    DTIC Science & Technology

    2016-03-01

    was measured by a verbal/ math composite derived from the US military enlistment test, the Armed Services Vocational Aptitude Battery. Training...performance was assessed by written tests of job-related knowledge content. Predictive validity of the verbal/ math composite ranged from .124 to .836...job over several years. Participants were 116,310 enlistees enrolled in 108 US Air Force training specialties. Aptitude was measured by a verbal/ math

  10. 25 CFR 26.33 - How do I show I need job training?

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 25 Indians 1 2012-04-01 2011-04-01 true How do I show I need job training? 26.33 Section 26.33 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Training Services § 26.33 How do I show I need job training? The need for Job Placement and...

  11. 25 CFR 26.33 - How do I show I need job training?

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 25 Indians 1 2013-04-01 2013-04-01 false How do I show I need job training? 26.33 Section 26.33 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Training Services § 26.33 How do I show I need job training? The need for Job Placement and...

  12. 25 CFR 26.33 - How do I show I need job training?

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 25 Indians 1 2014-04-01 2014-04-01 false How do I show I need job training? 26.33 Section 26.33 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Training Services § 26.33 How do I show I need job training? The need for Job Placement and...

  13. 25 CFR 26.33 - How do I show I need job training?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 false How do I show I need job training? 26.33 Section 26.33 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Training Services § 26.33 How do I show I need job training? The need for Job Placement and...

  14. 25 CFR 26.32 - What constitutes a complete Job Training Program application?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 false What constitutes a complete Job Training Program... JOB PLACEMENT AND TRAINING PROGRAM Training Services § 26.32 What constitutes a complete Job Training Program application? A request for training includes: (a) Intake and application data; (b) Feasible...

  15. The Relationship between Job Dissatisfaction and Training Transfer

    ERIC Educational Resources Information Center

    Jodlbauer, Susanne; Selenko, Eva; Batinic, Bernad; Stiglbauer, Barbara

    2012-01-01

    The high rates of training transfer failure that prevail still puzzle practitioners as well as researchers. The central aim of the present study is to analyze the relatively under-researched role of job dissatisfaction in the training transfer process. Specifically, we expect that job dissatisfaction would have a negative effect on transfer but…

  16. An analysis of the job of railroad train dispatcher.

    DOT National Transportation Integrated Search

    1974-04-01

    This report constitutes a detailed study of the job of railroad train dispatcher, conducted to provide a data base for the derivation of criteria of job knowledge, skills and training consonant with safe operations. Documentation was reviewed; specia...

  17. Job Oriented Training ’Lessons Learned’

    DTIC Science & Technology

    2008-11-01

    Job Oriented Training ’Lessons Learned’ Job Oriented Training (JOT), een vorm van trainen waarbij de cursist zelfstandig, zonder theorie vooraf...39 77 lnfo-DenV@tno.nl TNO-rapportnummer TNO-DV 2008 A447 Opdrachtnummer Datum november 2008 Auteur (s) drs. H.E. Stubbe dr. A.H. van der...onderlinge discussie over achterliggende overwegingen te stimuleren. Zij hebben op dat moment nog geen theorie aangeboden gekregen en zijn niet op de hoogte

  18. 75 FR 78807 - Agency Information Collection (Other On-The-Job Training and Apprenticeship Training Agreement...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-12-16

    ... Officer, OMB Human Resources and Housing Branch, New Executive Office Building, Room 10235, Washington, DC...-The-Job Training and Apprenticeship Training Agreement and Standards and Employer's Application To Provide Job Training) Activity Under OMB Review AGENCY: Veterans Benefits Administration, Department of...

  19. 38 CFR 21.4262 - Other training on-the-job courses.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... required; (5) The entrance wage or salary paid by the training establishment to employees already trained... on-the-job and not on such factors as length of service and normal turnover; (2) The training content... of Veterans Affairs employees will promote the development of on-the-job training courses. They will...

  20. 25 CFR 26.12 - Who provides the Job Placement and Training?

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 25 Indians 1 2013-04-01 2013-04-01 false Who provides the Job Placement and Training? 26.12 Section 26.12 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM General Applicability § 26.12 Who provides the Job Placement and Training? The...

  1. 25 CFR 26.12 - Who provides the Job Placement and Training?

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 25 Indians 1 2014-04-01 2014-04-01 false Who provides the Job Placement and Training? 26.12 Section 26.12 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM General Applicability § 26.12 Who provides the Job Placement and Training? The...

  2. 25 CFR 26.12 - Who provides the Job Placement and Training?

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 25 Indians 1 2011-04-01 2011-04-01 false Who provides the Job Placement and Training? 26.12 Section 26.12 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM General Applicability § 26.12 Who provides the Job Placement and Training? The...

  3. A New Measurement of On-the-Job Training: The Determination and Effect of Training.

    ERIC Educational Resources Information Center

    Cline, Harold Michael

    A study examined the types of individuals receiving on-the-job-training and the effect of such training on productivity and earnings. Two years of data from the Michigan Panel Study of Income Dynamics (an 11-year longitudinal study with a sample size of about 200 individuals) concerning the on-the-job-training, labor market experience, and income…

  4. 25 CFR 26.12 - Who provides the Job Placement and Training?

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 25 Indians 1 2012-04-01 2011-04-01 true Who provides the Job Placement and Training? 26.12 Section 26.12 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM General Applicability § 26.12 Who provides the Job Placement and Training? The Bureau or a...

  5. The Myth of Job Readiness? Written Communication, Employability, and the "Skills Gap" in Higher Education

    ERIC Educational Resources Information Center

    Moore, Tim; Morton, Janne

    2017-01-01

    Recent developments in higher education have seen a strong emphasis placed on making graduates "job ready" for their work in the professions. A driver of this agenda has been the many mass-scale surveys conducted with business and industry about the abilities and general employability of graduates. This Australian-based study is focused…

  6. 25 CFR 26.32 - What constitutes a complete Job Training Program application?

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 25 Indians 1 2011-04-01 2011-04-01 false What constitutes a complete Job Training Program application? 26.32 Section 26.32 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Training Services § 26.32 What constitutes a complete Job Training...

  7. 25 CFR 26.32 - What constitutes a complete Job Training Program application?

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 25 Indians 1 2013-04-01 2013-04-01 false What constitutes a complete Job Training Program application? 26.32 Section 26.32 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Training Services § 26.32 What constitutes a complete Job Training...

  8. 25 CFR 26.32 - What constitutes a complete Job Training Program application?

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 25 Indians 1 2014-04-01 2014-04-01 false What constitutes a complete Job Training Program application? 26.32 Section 26.32 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Training Services § 26.32 What constitutes a complete Job Training...

  9. 25 CFR 26.32 - What constitutes a complete Job Training Program application?

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 25 Indians 1 2012-04-01 2011-04-01 true What constitutes a complete Job Training Program application? 26.32 Section 26.32 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Training Services § 26.32 What constitutes a complete Job Training...

  10. 25 CFR 26.4 - Who administers the Job Placement and Training Program?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 false Who administers the Job Placement and Training Program... PLACEMENT AND TRAINING PROGRAM General Applicability § 26.4 Who administers the Job Placement and Training Program? The Job Placement and Training Program is administered by the Bureau of Indian Affairs or a...

  11. "Dead End Kids in Dead End Jobs"? Reshaping Debates on Young People in Jobs without Training

    ERIC Educational Resources Information Center

    Quinn, Jocey; Lawy, Robert; Diment, Kim

    2008-01-01

    Young people who are in "jobs without training" (JWT) are commonly seen as "dead end kids in dead end jobs". They have been identified as a problem group who need to be encouraged back into formal education and training. Following the Leitch report and the new policy goal to involve all young people in education and training up…

  12. 20 CFR 626.1 - Scope and purpose of the Job Training Partnership Act.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false Scope and purpose of the Job Training... LABOR INTRODUCTION TO THE REGULATIONS UNDER THE JOB TRAINING PARTNERSHIP ACT § 626.1 Scope and purpose of the Job Training Partnership Act. It is the purpose of the Job Training Partnership Act (JTPA or...

  13. Concerns within the Job Training Community over Labor's Ability to Implement the Job Training Partnership Act.

    ERIC Educational Resources Information Center

    General Accounting Office, Washington, DC. Div. of Human Resources.

    A study examined the role of the U.S. Department of Labor in implementing the Job Training Partnership Act (JTPA). Staff from the General Accounting Office (GAO) interviewed officials from the Employment and Training Administration (ETA) and Office of Inspector General (OIG); ETA regional officials in four cities; state JTPA officials in five…

  14. Job sharing in medical training: an evaluation of a 3-year project.

    PubMed

    Goldberg, I; Paice, E

    2000-02-01

    Job sharing has been introduced on a major scale in one deanery to help accommodate increasing demand for flexible (part-time) training. We arranged 37 job shares for 74 trainees between 1996 and 1999. Job shares lasted from 6 months to 2 years. Trainees in job shares were as satisfied with their training as those in supernumerary posts or in full-time training.

  15. On-the-job Training: Differences by Race and Sex.

    ERIC Educational Resources Information Center

    Hoffman, Saul D.

    1981-01-01

    A recent national survey suggests that women and Blacks receive less on-the-job training and training opportunities in their jobs than White males. This is especially true of young Black men. The factor of low wage does not seem to play a large part in this discrepancy. (CT)

  16. Evaluating Job Training Programs in the United States: Evidence and Explanations. Technical Assistance Report.

    ERIC Educational Resources Information Center

    Grubb, W. Norton

    Recent studies of the effectiveness of the following types of job training programs were reviewed: mainstream job training (Comprehensive Employment and Training Act and Job Training Partnership Act programs); welfare-to-work; experimental; job training for specific population groups; and specific services. Special attention was paid to the…

  17. Toward a National Job Training Program.

    ERIC Educational Resources Information Center

    Grede, John F.

    Contending that the nation's community colleges should improve the training of future workers by building a national job training program based on successful components already in existence, this paper reviews seven monographs published by the National Council for Occupational Education (NCOE) since 1985 which identify, highlight, or address…

  18. Strategies for Involving the Private Sector in Job Training Programs.

    ERIC Educational Resources Information Center

    Greenwood, Katy; And Others

    This two-part report describes various strategies for involving the private sector in job training programs and summarizes a study conducted with prime sponsors of Comprehensive Employment and Training Act (CETA) programs in Texas. Included in a discussion of involving the private sector in job training programs are the following topics: the new…

  19. Using Job Analysis Techniques to Understand Training Needs for Promotores de Salud.

    PubMed

    Ospina, Javier H; Langford, Toshiko A; Henry, Kimberly L; Nelson, Tristan Q

    2018-04-01

    Despite the value of community health worker programs, such as Promotores de Salud, for addressing health disparities in the Latino community, little consensus has been reached to formally define the unique roles and duties associated with the job, thereby creating unique job training challenges. Understanding the job tasks and worker attributes central to this work is a critical first step for developing the training and evaluation systems of promotores programs. Here, we present the process and findings of a job analysis conducted for promotores working for Planned Parenthood. We employed a systematic approach, the combination job analysis method, to define the job in terms of its work and worker requirements, identifying key job tasks, as well as the worker attributes necessary to effectively perform them. Our results suggest that the promotores' job encompasses a broad range of activities and requires an equally broad range of personal characteristics to perform. These results played an important role in the development of our training and evaluation protocols. In this article, we introduce the technique of job analysis, provide an overview of the results from our own application of this technique, and discuss how these findings can be used to inform a training and performance evaluation system. This article provides a template for other organizations implementing similar community health worker programs and illustrates the value of conducting a job analysis for clarifying job roles, developing and evaluating job training materials, and selecting qualified job candidates.

  20. Enhancing Job-Site Training of Supported Workers with Autism: A Reemphasis on Simulation

    ERIC Educational Resources Information Center

    Lattimore, L. Perry; Parsons, Marsha B.; Reid, Dennis H.

    2006-01-01

    Currently recommended practice in supported work emphasizes training job skills to workers with severe disabilities while on the job. Early behavioral research indicated that skills needed in natural environments could also be trained in simulated settings. We compared job-site plus simulation training for teaching job skills to supported workers…

  1. The Relationship between Satisfaction with Workplace Training and Overall Job Satisfaction

    ERIC Educational Resources Information Center

    Schmidt, Steven W.

    2007-01-01

    Opportunities for training and development are paramount in decisions regarding employee career choices. Despite the importance, many research studies on job satisfaction do not address satisfaction with workplace training as an element of overall job satisfaction, and many job satisfaction survey instruments do not include a "satisfaction…

  2. 25 CFR 26.4 - Who administers the Job Placement and Training Program?

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 25 Indians 1 2014-04-01 2014-04-01 false Who administers the Job Placement and Training Program? 26.4 Section 26.4 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM General Applicability § 26.4 Who administers the Job Placement and Training...

  3. 25 CFR 26.4 - Who administers the Job Placement and Training Program?

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 25 Indians 1 2013-04-01 2013-04-01 false Who administers the Job Placement and Training Program? 26.4 Section 26.4 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM General Applicability § 26.4 Who administers the Job Placement and Training...

  4. 25 CFR 26.4 - Who administers the Job Placement and Training Program?

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 25 Indians 1 2012-04-01 2011-04-01 true Who administers the Job Placement and Training Program? 26.4 Section 26.4 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM General Applicability § 26.4 Who administers the Job Placement and Training...

  5. 25 CFR 26.4 - Who administers the Job Placement and Training Program?

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 25 Indians 1 2011-04-01 2011-04-01 false Who administers the Job Placement and Training Program? 26.4 Section 26.4 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM General Applicability § 26.4 Who administers the Job Placement and Training...

  6. 20 CFR 626.2 - Format of the Job Training Partnership Act regulations.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false Format of the Job Training Partnership Act regulations. 626.2 Section 626.2 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR INTRODUCTION TO THE REGULATIONS UNDER THE JOB TRAINING PARTNERSHIP ACT § 626.2 Format of the Job...

  7. 20 CFR 670.505 - What types of training must Job Corps centers provide?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false What types of training must Job Corps centers... Operations § 670.505 What types of training must Job Corps centers provide? (a) Job Corps centers must... necessary for those jobs, and as appropriate, recommend changes in the center's vocational training program...

  8. Off-the-job microsurgical training on dry models: Siberian experience.

    PubMed

    Belykh, Evgenii; Byvaltsev, Vadim

    2014-01-01

    Microsurgical training has become an obligatory part of many neurosurgical training programs. To assess the cost and effectiveness of acquiring and maintaining microneurosurgical skills by training on an off-the-job basis using dry models. A dry off-the-job microneurosurgical training module was set up. Training exercises involved microdissection in a deep operation field, suturing and tying on gauze, untying, pushing of thread end, and microanastomosis. The time to complete the task and success rate were evaluated. The total cost of all necessary equipment and expendables for the training module was US$910. Fifteen residents participated in the continuous off-the-job training. The average time taken to perform the anastomosis decreased after the month of training from 90 to 20 minutes. Authors revealed that at 2 months, the total time and time to complete anastomosis increased significantly for the participants who discontinued practice after the first month, compared with those who just practiced suturing on gauze after the first month (P < 0.01). The average Northwestern Objective Microanastomosis Assessment Tool score was 36 for novice and 65 for experienced participants. The dry off-the-job training showed to be readily available and can be helpful for microsurgical training in the low-income regions of the world. Our data suggest that microsurgical training should be continuous and repetitive. Simulation training may benefit from models for repetitive training of relevant technical part-skills. Copyright © 2014 Elsevier Inc. All rights reserved.

  9. 25 CFR 26.34 - What type of job training assistance may be approved?

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 25 Indians 1 2014-04-01 2014-04-01 false What type of job training assistance may be approved? 26.34 Section 26.34 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Training Services § 26.34 What type of job training assistance may be...

  10. 25 CFR 26.34 - What type of job training assistance may be approved?

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 25 Indians 1 2013-04-01 2013-04-01 false What type of job training assistance may be approved? 26.34 Section 26.34 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Training Services § 26.34 What type of job training assistance may be...

  11. 25 CFR 26.34 - What type of job training assistance may be approved?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 false What type of job training assistance may be approved? 26.34 Section 26.34 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Training Services § 26.34 What type of job training assistance may be...

  12. Assessment of the Relative Effectiveness of Job Corps Current Training Occupations. Job Corps Vocational Offerings Review. Documentation Report No. 5.

    ERIC Educational Resources Information Center

    Manpower Administration (DOL), Washington, DC. Job Corps.

    As part of a multiphased evaluation of vocational training provided by the Job Corps in fiscal year 1982, an assessment was made of the relative effectiveness of current Job Corps training operations. To arrive at an estimate of overall effectiveness, the researchers weighed the following factors: job-placement percentage, average wage of job,…

  13. 20 CFR 663.700 - What are the requirements for on-the-job training (OJT)?

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 20 Employees' Benefits 4 2013-04-01 2013-04-01 false What are the requirements for on-the-job... INVESTMENT ACT On-the-Job Training (OJT) and Customized Training § 663.700 What are the requirements for on-the-job training (OJT)? (a) On-the-job training (OJT) is defined at WIA section 101(31). OJT is...

  14. 20 CFR 663.700 - What are the requirements for on-the-job training (OJT)?

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 20 Employees' Benefits 4 2014-04-01 2014-04-01 false What are the requirements for on-the-job... INVESTMENT ACT On-the-Job Training (OJT) and Customized Training § 663.700 What are the requirements for on-the-job training (OJT)? (a) On-the-job training (OJT) is defined at WIA section 101(31). OJT is...

  15. 20 CFR 663.700 - What are the requirements for on-the-job training (OJT)?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ...-the-Job Training (OJT) and Customized Training § 663.700 What are the requirements for on-the-job training (OJT)? (a) On-the-job training (OJT) is defined at WIA section 101(31). OJT is provided under a... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false What are the requirements for on-the-job...

  16. 25 CFR 26.29 - What is the scope of the Job Training Program?

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 25 Indians 1 2013-04-01 2013-04-01 false What is the scope of the Job Training Program? 26.29 Section 26.29 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Training Services § 26.29 What is the scope of the Job Training Program? A...

  17. 25 CFR 26.29 - What is the scope of the Job Training Program?

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 25 Indians 1 2012-04-01 2011-04-01 true What is the scope of the Job Training Program? 26.29 Section 26.29 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Training Services § 26.29 What is the scope of the Job Training Program? A...

  18. 25 CFR 26.29 - What is the scope of the Job Training Program?

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 25 Indians 1 2014-04-01 2014-04-01 false What is the scope of the Job Training Program? 26.29 Section 26.29 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Training Services § 26.29 What is the scope of the Job Training Program? A...

  19. 25 CFR 26.29 - What is the scope of the Job Training Program?

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 25 Indians 1 2011-04-01 2011-04-01 false What is the scope of the Job Training Program? 26.29 Section 26.29 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Training Services § 26.29 What is the scope of the Job Training Program? A...

  20. 25 CFR 26.29 - What is the scope of the Job Training Program?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 false What is the scope of the Job Training Program? 26.29 Section 26.29 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Training Services § 26.29 What is the scope of the Job Training Program? A...

  1. Evidence based practice readiness: A concept analysis.

    PubMed

    Schaefer, Jessica D; Welton, John M

    2018-01-15

    To analyse and define the concept "evidence based practice readiness" in nurses. Evidence based practice readiness is a term commonly used in health literature, but without a clear understanding of what readiness means. Concept analysis is needed to define the meaning of evidence based practice readiness. A concept analysis was conducted using Walker and Avant's method to clarify the defining attributes of evidence based practice readiness as well as antecedents and consequences. A Boolean search of PubMed and Cumulative Index for Nursing and Allied Health Literature was conducted and limited to those published after the year 2000. Eleven articles met the inclusion criteria for this analysis. Evidence based practice readiness incorporates personal and organisational readiness. Antecedents include the ability to recognize the need for evidence based practice, ability to access and interpret evidence based practice, and a supportive environment. The concept analysis demonstrates the complexity of the concept and its implications for nursing practice. The four pillars of evidence based practice readiness: nursing, training, equipping and leadership support are necessary to achieve evidence based practice readiness. Nurse managers are in the position to address all elements of evidence based practice readiness. Creating an environment that fosters evidence based practice can improve patient outcomes, decreased health care cost, increase nurses' job satisfaction and decrease nursing turnover. © 2018 John Wiley & Sons Ltd.

  2. Training in two-tier labor markets: The role of job match quality.

    PubMed

    Akgündüz, Yusuf Emre; van Huizen, Thomas

    2015-07-01

    This study examines training investments in two-tier labor markets, focusing on the role of job match quality. Temporary workers are in general more likely than permanent workers to leave their employer and therefore are less likely to receive employer-funded training. However, as firms prefer to continue productive job matches, we hypothesize that the negative effect of holding a temporary contract on the probability to be trained diminishes with the quality of the job match. Using a recent longitudinal survey from the Netherlands, we find that temporary workers indeed participate less frequently in firm-sponsored training. However, this effect is fully driven by mismatches: holding a temporary contract does not significantly decrease the probability to receive training for workers in good job matches. Depending on match quality, a temporary job can either be a stepping stone or a dead-end. Copyright © 2015 Elsevier Inc. All rights reserved.

  3. DEVELOPMENT OF PROCEDURES FOR DERIVING TRAINING OBJECTIVES FOR JUNIOR OFFICER JOBS.

    ERIC Educational Resources Information Center

    AMMERMAN, HARRY L.

    A SYSTEMATIC METHOD WAS DEVELOPED TO BE USED BY SERVICE SCHOOL PERSONNEL IN PREPARING JOB-ORIENTED TRAINING OBJECTIVES FOR JUNIOR OFFICERS, PRIMARILY IN THE FORM OF BEHAVIORAL STATEMENTS OF PERFORMANCE EXPECTED AFTER TRAINING. THE PROCEDURES DEVELOPED WERE (1) LISTING ALL TASKS FOR A JOB, (2) SELECTING TASKS FOR SOME FORMAL TRAINING, (3)…

  4. Effects of age, tenure, training, and job complexity on technical performance.

    PubMed

    Sparrow, P R; Davies, D R

    1988-09-01

    Effects on performance of age, tenure, training level, and job complexity were investigated in a cross-sectional study using a sample of 1,308 service engineers employed by a multinational office equipment company. Two measures of job performance were derived from production record data, one relating to the quality of servicing and the other to the speed with which services were completed. Scores for each performance measure were analyzed by analysis of variance. For the quality of servicing measure, a significant main effect of age and a significant Age X Training interaction were obtained, and the relation between age and job performance took the form of an inverted U. For the speed of servicing measure, the main effects of age, tenure, training level, and job complexity were significant and there were no significant interactions. However, for both performance measures, age accounted for only a very small proportion of the variance. We discuss these results with reference to the existing literature on age and technical job performance, and conclude that training, especially if it is recent, may moderate adverse effects of age on job performance.

  5. Advanced on-the-Job Training System: Readiness Test Plan

    DTIC Science & Technology

    1990-05-01

    entry of completions into an airman’s ATR. To determine if a specific test objective has been met, a "measure of effectiveness" (MOE) must be de ...Evaluasto acces control Test 4 Supervisor s control Test 5 Training Manager s control Test 6 GenerateATR Test 7 Generat OPTR Test 8 Generate I TR Teot 9...Trainer, Supervisor , Evaluator, Training MMnger) into only properly authorized AOTS components. This critical function Is therefore related to each of the

  6. Training Programs for Nontraditional Jobs for Older Adults. Final Report.

    ERIC Educational Resources Information Center

    Branscum, Shelba Y.

    A project proposed to organize and teach a series of training programs on nontraditional jobs for adults over age 55. Nontraditional was defined as any work situation other than full-time, historically-typical jobs in a community. Project staff developed four training classes in small appliance repair, plant care, mother's care, food preparation…

  7. Trends in the orthopedic job market and the importance of fellowship subspecialty training.

    PubMed

    Morrell, Nathan T; Mercer, Deana M; Moneim, Moheb S

    2012-04-01

    Previous studies have examined possible incentives for pursuing orthopedic fellowship training, but we are unaware of previously published studies reporting the trends in the orthopedic job market since the acceptance of certain criteria for fellowship programs by the Accreditation Council for Graduate Medical Education (ACGME) in 1985. We hypothesized that, since the initiation of accredited postresidency fellowship programs, job opportunities for fellowship-trained orthopedic surgeons have increased and job opportunities for nonfellowship-trained orthopedic surgeons have decreased. We reviewed the job advertisements printed in the Journal of Bone and Joint Surgery, American Volume, for the years 1984, 1994, 2004, and 2009. We categorized the job opportunities as available for either a general (nonfellowship-trained) orthopedic surgeon or a fellowship-trained orthopedic surgeon. Based on the advertisements posted in the Journal of Bone and Joint Surgery, American Volume, a trend exists in the orthopedic job market toward seeking fellowship-trained orthopedic surgeons. In the years 1984, 1994, 2004, and 2009, the percentage of job opportunities seeking fellowship-trained orthopedic surgeons was 16.7% (95% confidence interval [CI], 13.1%-20.3%), 40.6% (95% CI, 38.1%-43.1%), 52.2% (95% CI, 48.5%-55.9%), and 68.2% (95% CI, 65.0%-71.4%), respectively. These differences were statistically significant (analysis of variance, P<.05). Fellowship training is thus a worthwhile endeavor. Copyright 2012, SLACK Incorporated.

  8. Crisis-counselor perceptions of job training, stress, and satisfaction during disaster recovery.

    PubMed

    Bellamy, Nikki D; Wang, Min Qi; McGee, Lori A; Liu, Julie S; Robinson, Maryann E

    2018-05-03

    The United States Crisis Counseling Assistance and Training Program (CCP; authorized by the Robert T. Stafford Disaster Relief and Emergency Assistance Act, 1974/2013) aims to provide disaster-recovery support to communities following natural or human-caused disasters through outreach. Job satisfaction among the crisis counselors the CCP employs may affect the delivery of outreach services to survivors and their communities. The present study was conducted to gain insight into CCP crisis counselors' experiences with job training and work-related stress as predictors of job satisfaction. Data was collected from 47 CCP service-provider agencies, including 532 completed service-provider feedback surveys to examine the usefulness of the CCP training they had received, the support and supervision provided by program management, the workload and its duration, resources provided, and the stress experienced. Quantitative and qualitative data were examined, and a multiple linear regression was calculated to predict job satisfaction based on training usefulness, job stress, gender, age, race, full- or part-time status, highest level of education achieved, and supervisory position. The overall regression equation was significant, F(8, 341) = 8.428, p < .000. The regression coefficients indicated that the higher the job training was rated as useful (p < .001), the lower the job stress (p < .01), and the older the age of the respondents (p < .05), the greater the level of job satisfaction. Findings suggest that proper training and management of stress among crisis counselors are necessary for influencing levels of staff job satisfaction. Where self-care and stress management were not adequately emphasized, more stress was reported. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

  9. Effects of Training with Lethal Chemicals on Job Proficiency and Job Confidence.

    ERIC Educational Resources Information Center

    Smith, Paula; And Others

    A study was designed to determine if soldiers trained to use chemical agents are more proficient in performing their jobs in an environment where lethal chemical agents are used and more confident of their ability to survive. A treatment group, composed of 150 soldiers, knew that their training would involve lethal agents in the Chemical…

  10. A Study of On-the-Job Training. Technical Paper No. 13.

    ERIC Educational Resources Information Center

    Scribner, Sylvia; Sachs, Patricia

    A case study of on-the-job training in a factory stockroom took a close look at the working milieu, the way experienced people did their jobs within it, and the means used to induct (train) newcomers into work activities. Stockroom work and stockroom training were considered to represent two different activity systems; the interplay of these two…

  11. 25 CFR 26.11 - What type of Job Placement and Training assistance may be approved?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 false What type of Job Placement and Training assistance may be... JOB PLACEMENT AND TRAINING PROGRAM General Applicability § 26.11 What type of Job Placement and... supplemental assistance that supports job placement or training activities (see subpart B of this part for Job...

  12. An Examination of the Job Training and Job Experiences of High School Students as They Exit School

    ERIC Educational Resources Information Center

    Andrews, Wilbur Drew

    2010-01-01

    The purpose of this investigation was (a) to determine the level of satisfaction that exiting high school students felt regarding the job preparation and training they received in high school, (b) gather data on work experiences during high school, (c) gather data on job training experiences during high school, and (d) gather data on students…

  13. Curriculum for Training Job Placement Personnel in Michigan.

    ERIC Educational Resources Information Center

    Ferris State Coll., Big Rapids, MI. Center for Occupational Education.

    A study was conducted to determine what job placement specialists need, as professionals, to be better equipped to serve the employment-seeking population. Survey information was gathered from four sets of sources: job placement personnel; business and industry; a nationwide survey of programs; organizations, training, and curriculum existing in…

  14. Case Studies in Job Analysis and Training Evaluation.

    ERIC Educational Resources Information Center

    McKillip, Jack

    2001-01-01

    An information technology certification program was evaluated by 1,671 systems engineers using job analysis that rated task importance. Professional librarians (n=527) rated importance of their tasks in similar fashion. Results of scatter diagrams provided evidence to enhance training effectiveness by focusing on job tasks significantly related to…

  15. Virtual Reality Job Interview Training for Individuals with Psychiatric Disabilities

    PubMed Central

    Smith, Matthew J.; Ginger, Emily J.; Wright, Michael; Wright, Katherine; Humm, Laura Boteler; Olsen, Dale; Bell, Morris D.; Fleming, Michael F.

    2014-01-01

    Services are available to help support existing employment for individual with psychiatric disabilities; however, there is a gap in services targeting job interview skills that can help obtain employment. We assessed the feasibility and efficacy of Virtual Reality Job Interview Training (VR-JIT) in a randomized controlled trial. Participants were randomized to VR-JIT (n=25) or treatment as usual (TAU) (n=12) groups. VR-JIT consisted of 10 hours of simulated job interviews with a virtual character and didactic online training. Participants attended 95% of lab-based training sessions and found VR-JIT easy-to-use and felt prepared for future interviews. The VR-JIT group improved their job interview role-play performance (p<0.05) and self-confidence (p<0.05) between baseline and follow-up as compared to the TAU group. VR-JIT performance scores increased over time (R-Squared=0.65). VR-JIT demonstrated initial feasibility and efficacy at improving job interview skills and self-confidence. Future research may help clarify whether this intervention is efficacious in community-based settings. PMID:25099298

  16. Virtual reality job interview training for individuals with psychiatric disabilities.

    PubMed

    Smith, Matthew J; Ginger, Emily J; Wright, Michael; Wright, Katherine; Boteler Humm, Laura; Olsen, Dale; Bell, Morris D; Fleming, Michael F

    2014-09-01

    Services are available to help support existing employment for individuals with psychiatric disabilities; however, there is a gap in services targeting job interview skills that can help obtain employment. We assessed the feasibility and efficacy of Virtual Reality Job Interview Training (VR-JIT) in a randomized controlled trial. Participants were randomized to VR-JIT (n = 25) or treatment-as-usual (TAU) (n = 12) groups. VR-JIT consisted of 10 hours of simulated job interviews with a virtual character and didactic online training. The participants attended 95% of laboratory-based training sessions and found VR-JIT easy to use and felt prepared for future interviews. The VR-JIT group improved their job interview role-play performance (p ≤ 0.05) and self-confidence (p ≤ 0.05) between baseline and follow-up as compared with the TAU group. VR-JIT performance scores increased over time (R = 0.65). VR-JIT demonstrated initial feasibility and efficacy at improving job interview skills and self-confidence. Future research may help clarify whether this intervention is efficacious in community-based settings.

  17. 25 CFR 26.5 - Who may be eligible for Job Placement and Training?

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 25 Indians 1 2013-04-01 2013-04-01 false Who may be eligible for Job Placement and Training? 26.5 Section 26.5 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM General Applicability § 26.5 Who may be eligible for Job Placement and Training? You may...

  18. 25 CFR 26.5 - Who may be eligible for Job Placement and Training?

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 25 Indians 1 2012-04-01 2011-04-01 true Who may be eligible for Job Placement and Training? 26.5 Section 26.5 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM General Applicability § 26.5 Who may be eligible for Job Placement and Training? You may...

  19. 25 CFR 26.5 - Who may be eligible for Job Placement and Training?

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 25 Indians 1 2011-04-01 2011-04-01 false Who may be eligible for Job Placement and Training? 26.5 Section 26.5 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM General Applicability § 26.5 Who may be eligible for Job Placement and Training? You may...

  20. 25 CFR 26.5 - Who may be eligible for Job Placement and Training?

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 25 Indians 1 2014-04-01 2014-04-01 false Who may be eligible for Job Placement and Training? 26.5 Section 26.5 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM General Applicability § 26.5 Who may be eligible for Job Placement and Training? You may...

  1. 25 CFR 26.5 - Who may be eligible for Job Placement and Training?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 false Who may be eligible for Job Placement and Training? 26.5 Section 26.5 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM General Applicability § 26.5 Who may be eligible for Job Placement and Training? You may...

  2. 20 CFR 670.505 - What types of training must Job Corps centers provide?

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 20 Employees' Benefits 4 2014-04-01 2014-04-01 false What types of training must Job Corps centers... LABOR (CONTINUED) THE JOB CORPS UNDER TITLE I OF THE WORKFORCE INVESTMENT ACT Program Activities and Center Operations § 670.505 What types of training must Job Corps centers provide? (a) Job Corps centers...

  3. 78 FR 67222 - Proposed Information Collection Activity; Comment Request: Other On-the-Job Training and...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-11-08

    ... Activity; Comment Request: Other On-the-Job Training and Apprenticeship Training Agreement and Standards and Employer's Application To Provide Job Training AGENCY: Veterans Benefits Administration... requirements for job training program. DATES: Written comments and recommendations on the proposed collection...

  4. The Importance of Employer-Sponsored Job-Related Training.

    ERIC Educational Resources Information Center

    Medoff, James L.

    Employer-sponsored, job-related training as a means of satisfying labor demands has potentially profound implications for the operation of the nation's economic system. The alternatives of bidding for desired workers and downgrading job requirements tend to increase inflation and lessen productivity. Since the end of the 1960's, the ability of…

  5. Brownfields Tabor Commons Green Jobs Training Program

    EPA Pesticide Factsheets

    This training curriculum is designed to inform entry level tradeswomen about the green job opportunities in areas such as deconstruction, weatherization, eco or solar roofing, stormwater systems and more.

  6. 76 FR 17963 - Renewal of Agency Information Collection for Application for Job Placement and Training Services...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-03-31

    ... training program, which provides vocational/technical training, related counseling, guidance, job placement... the job placement and training program, which provides vocational/technical training, related... Application for Job Placement and Training Services; Request for Comments AGENCY: Bureau of Indian Affairs...

  7. New approaches to job-sharing of training posts in the North Thames region.

    PubMed

    Goldberg, I; Paice, E

    This paper proposes a new way of managing the provision of flexible training opportunities by job-sharing. It shows how the difficulties of implementing job-sharing can be overcome, and gives an example of implementation of job-sharing in the context of flexible training.

  8. Significant Tasks in Training of Job-Shop Supervisors

    ERIC Educational Resources Information Center

    Pederson, Leonard S.; Dresdow, Sally; Benson, Joy

    2013-01-01

    Purpose: The need for effective training of first-line supervisors is well established. Well-trained supervision is essential to our future as a country. A fundamental step in developing effective training is to develop a jobs needs assessment. In order to develop an effective needs assessment, it is necessary to know what the tasks are of…

  9. EFFECT OF JOB SKILLS TRAINING ON EMPLOYMENT AND JOB SEEKING BEHAVIORS IN AN AMERICAN INDIAN SUBSTANCE ABUSE TREATMENT SAMPLE

    PubMed Central

    Foley, K.; Pallas, D.; Forcehimes, A. A.; Houck, J. M.; Bogenschutz, M. P.; Keyser-Marcus, L.; Svikis, D.

    2011-01-01

    Employment difficulties are common among American Indian individuals in substance abuse treatment. To address this problem, the Southwest Node of NIDA’s Clinical Trials Network conducted a single-site adaptation of its national Job Seekers Workshop study in an American Indian treatment program, Na’Nizhoozhi Center (NCI). 102 (80% men, 100% American Indian) participants who were in residential treatment and currently unemployed were randomized to (1) a three session, manualized program (Job seekers workshop: JSW) or (2) a 40-minute Job Interviewing Video: JIV). Outcomes were assessed at 3-month follow up: 1) number of days to a new taxed job or enrollment in a job-training program, and 2) total hours working or enrolled in a job-training program. No significant differences were found between the two groups for time to a new taxed job or enrollment in a job-training program. There were no significant differences between groups in substance use frequency at 3-month follow-up. These results do not support the use of the costly and time-consuming JSW intervention in this population and setting. Despite of the lack of a demonstrable treatment effect, this study established the feasibility of including a rural American Indian site in a rigorous CTN trial through a community-based participatory research approach. PMID:21818173

  10. Mechanism of Action for Obtaining Job Offers With Virtual Reality Job Interview Training.

    PubMed

    Smith, Matthew J; Smith, Justin D; Fleming, Michael F; Jordan, Neil; Brown, C Hendricks; Humm, Laura; Olsen, Dale; Bell, Morris D

    2017-07-01

    Four randomized controlled trials revealed that virtual-reality job interview training (VR-JIT) improved interviewing skills and the odds of obtaining a job offer among trainees with severe mental illness or autism spectrum disorder. This study assessed whether postintervention interviewing skills mediated the relationship between completion of virtual interviews and receiving job offers by six-month follow-up. VR-JIT trainees (N=79) completed pre- and posttest mock interviews and a brief survey approximately six months later to assess whether they received a job offer. As hypothesized, analyses indicated that the number of completed virtual interviews predicted greater posttest interviewing skills (β=.20, 95% posterior credible interval [PCI]=.08-.33), which in turn predicted trainees' obtaining a job offer (β=.28, 95% PCI=.01-.53). VR-JIT may provide a mechanism of action that helps trainees with various psychiatric diagnoses obtain job offers in the community. Future research can evaluate the community-based effectiveness of this novel intervention.

  11. Web Based Information System for Job Training Activities Using Personal Extreme Programming (PXP)

    NASA Astrophysics Data System (ADS)

    Asri, S. A.; Sunaya, I. G. A. M.; Rudiastari, E.; Setiawan, W.

    2018-01-01

    Job training is one of the subjects in university or polytechnic that involves many users and reporting activities. Time and distance became problems for users to reporting and to do obligations tasks during job training due to the location where the job training took place. This research tried to develop a web based information system of job training to overcome the problems. This system was developed using Personal Extreme Programming (PXP). PXP is one of the agile methods is combination of Extreme Programming (XP) and Personal Software Process (PSP). The information system that has developed and tested which are 24% of users are strongly agree, 74% are agree, 1% disagree and 0% strongly disagree about system functionality.

  12. 20 CFR 669.420 - What must be included in an on-the-job training contract?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... in an on-the-job training contract? At a minimum, an on-the-job training contract must comply with... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false What must be included in an on-the-job training contract? 669.420 Section 669.420 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION...

  13. 25 CFR 26.3 - What is the purpose of the Job Placement and Training Program?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 false What is the purpose of the Job Placement and Training... PLACEMENT AND TRAINING PROGRAM General Applicability § 26.3 What is the purpose of the Job Placement and Training Program? The purpose of the Job Placement and Training Program is to assist eligible applicants to...

  14. Marketing the Job Training Partnership Act.

    ERIC Educational Resources Information Center

    Markowicz, Arlene, Ed.; And Others

    1984-01-01

    This quarterly contains 11 bulletins that profile marketing campaigns for the Job Training Partnership Act (JTPA) that have been implemented successfully in local programs throughout the United States. For each program, the description provides information on the operator, funding, results, time span, background, marketing/public relations…

  15. 20 CFR 626.3 - Purpose, scope, and applicability of the Job Training Partnership Act regulations.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... ADMINISTRATION, DEPARTMENT OF LABOR INTRODUCTION TO THE REGULATIONS UNDER THE JOB TRAINING PARTNERSHIP ACT § 626.3 Purpose, scope, and applicability of the Job Training Partnership Act regulations. (a) Parts 626..., part C of the Job Training Partnership Act) establish the Federal programmatic and administrative...

  16. 76 FR 73019 - Proposed Information Collection (Agreement To Train on the Job Disabled Veterans) Activity...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-11-28

    ... (Agreement To Train on the Job Disabled Veterans) Activity: Comment Request AGENCY: Veterans Benefits... to assure that on the job training establishments are providing veterans with the appropriate... information technology. Title: Agreement to Train on the Job Disabled Veterans, VA Form 28- 1904. OMB Control...

  17. 77 FR 20743 - Protective Force Personnel Medical, Physical Readiness, Training, and Access Authorization Standards

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-04-06

    ...-HQ-2012-0002] RIN 1992-AA40 Protective Force Personnel Medical, Physical Readiness, Training, and... the proposed rule to amend the standards for medical, physical performance, training, and access... proposed rule to revise the standards for medical, physical performance, training, and access...

  18. 25 CFR 26.15 - What makes an applicant eligible for Job Placement and Training services?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... SERVICES JOB PLACEMENT AND TRAINING PROGRAM General Applicability § 26.15 What makes an applicant eligible for Job Placement and Training services? You are eligible for services if: (a) You meet the definition... show a need for job training or placement services in order to become gainfully and meaningfully...

  19. 75 FR 24990 - Proposed Information Collection for the Evaluation of the Community-Based Job Training Grants...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-05-06

    ... Evaluation of the Community-Based Job Training Grants; Comment Request AGENCY: Employment and Training...- Based Job Training Grants. A copy of the proposed information collection request can be obtained by...-Based Job Training Grants (CBJTG) program is sponsored by ETA as an investment in building the capacity...

  20. Integrated Basic Education and Skills Training (I-BEST). Washington's Community and Technical Colleges

    ERIC Educational Resources Information Center

    Washington State Board for Community and Technical Colleges, 2014

    2014-01-01

    Washington's Integrated Basic Education and Skills Training Program (I-BEST) quickly teaches students literacy, work, and college-readiness skills so they can move through school and into living wage jobs faster. Pioneered by Washington's community and technical colleges, I-BEST uses a team-teaching approach to combine college-readiness classes…

  1. Job variation in Australian advanced training in neurology.

    PubMed

    Lueck, C J; Morris, J; Pepper, E

    2008-07-01

    Like training posts in other medical specialties, many of the 38 Australian core training posts in neurology have been criticized over a variety of issues relating to the quality of training provided. These issues include excessive hours of work (often related to understaffing), high inpatient workload and inadequate exposure to outpatients and/or specialist procedures. To examine these issues, we conducted an audit of Australian advanced training posts in neurology to obtain baseline data. Two questionnaires were sent out, one to each head of department and another to the advanced trainees currently in post, requesting information about each of the training posts. The posts were compared with each other on an individual basis and by grouping them into three geographically related groups. There was complete ascertainment and a wide variation in most of the measures examined, including inpatient and ward consult numbers, staffing levels, general neurological and specialist outpatient clinic exposure and overtime requirements. Exposure to neurophysiology clinics and training in electroencephalogram was more uniform. Core advanced training jobs in neurology vary considerably across Australia, largely for historical reasons. This situation is suboptimal for many reasons. Training jobs ideally need to be modified to take into account the changing needs of trainees rather than just the service requirements of the various departments, but there are many resource issues involved in achieving this.

  2. 20 CFR 663.700 - What are the requirements for on-the-job training (OJT)?

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... training (OJT)? 663.700 Section 663.700 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR ADULT AND DISLOCATED WORKER ACTIVITIES UNDER TITLE I OF THE WORKFORCE INVESTMENT ACT On-the-Job Training (OJT) and Customized Training § 663.700 What are the requirements for on-the-job...

  3. From Policy to Training: The Conundrum of Green Jobs

    ERIC Educational Resources Information Center

    Rose, Amy D.

    2013-01-01

    This journal issue about green jobs resulted from a preconference held at the 2011 American Association for Adult and Continuing Education Conference in Indianapolis, Indiana. Interested in exploring the ways that green jobs training is being approached in the United States, this preconference seemed like an excellent way to introduce two new…

  4. UNDERGRADUATE AIR BATTLE MANAGER TRAINING: PREPARED TO ACHIEVE COMBAT MISSION READY

    DTIC Science & Technology

    2016-04-01

    asked about training that prepared the “tank” controller for their combat duties, their primary response were on-the-job-training (OJT). ii i...xxix Ibid. Various. Authors Personal Interviews and Debriefs. November 2015 to March 2016. i Ibid. ii Ibid

  5. 25 CFR 26.8 - Where do I go to apply for Job Placement and Training assistance?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 false Where do I go to apply for Job Placement and Training... PLACEMENT AND TRAINING PROGRAM General Applicability § 26.8 Where do I go to apply for Job Placement and Training assistance? You may apply for Job Placement and Training assistance at the servicing office...

  6. Job Offers to Individuals With Severe Mental Illness After Participation in Virtual Reality Job Interview Training.

    PubMed

    Smith, Matthew J; Fleming, Michael F; Wright, Michael A; Jordan, Neil; Humm, Laura Boteler; Olsen, Dale; Bell, Morris D

    2015-11-01

    Individuals with severe mental illness have low employment rates, and the job interview presents a critical barrier for them to obtain competitive employment. Prior randomized controlled trials (RCTs) indicated that virtual reality job interview training (VR-JIT) improved job interviewing skills among trainees. This study assessed whether VR-JIT participation was associated with greater odds of receiving job offers in the six-months after completion of training. To assess the efficacy of VR-JIT, trainees (N=39) in the method and a comparison group (N=12) completed a brief survey approximately six months after participating in the RCTs. Primary vocational outcome measures included receiving a job offer and number of weeks searching for employment. A larger proportion of trainees than comparison participants received a job offer (51% versus 25%, respectively). Trainees were more likely to receive a job offer than comparison participants (odds ratio=9.64, p=.02) after analyses accounted for cognition, recency of last job, and diagnosis. Trainees had greater odds of receiving a job offer for each completed VR-JIT trial (odds ratio=1.41, p=.04), and a greater number of completed VR-JIT trials predicted fewer weeks of searching for employment (β=-.74, p=.02). Results provide preliminary support that VR-JIT is a promising intervention associated with enhanced vocational outcomes among individuals with severe mental illness. Given that participants had minimal access to standardized vocational services, future research could evaluate the effectiveness of VR-JIT among individuals with and without access to standardized vocational services as well as evaluate strategies to implement VR-JIT within a large community mental health service provider.

  7. Get Involved in the Job Opportunities and Basic Skills Training Program (JOBS). What Local Areas Need To Know.

    ERIC Educational Resources Information Center

    JTPA Issues, 1989

    1989-01-01

    This Job Training Partnership Act (JTPA) Update provides a quick primer of some of the key areas where states have flexibility to develop their own programs and processes in the new Job Opportunities and Basic Skills (JOBS) program. This guide is organized in seven sections that cover the following topics: (1) introduction; (2) why local areas…

  8. Off-the-job training for VATS employing anatomically correct lung models.

    PubMed

    Obuchi, Toshiro; Imakiire, Takayuki; Miyahara, Sou; Nakashima, Hiroyasu; Hamanaka, Wakako; Yanagisawa, Jun; Hamatake, Daisuke; Shiraishi, Takeshi; Moriyama, Shigeharu; Iwasaki, Akinori

    2012-02-01

    We evaluated our simulated major lung resection employing anatomically correct lung models as "off-the-job training" for video-assisted thoracic surgery trainees. A total of 76 surgeons voluntarily participated in our study. They performed video-assisted thoracic surgical lobectomy employing anatomically correct lung models, which are made of sponges so that vessels and bronchi can be cut using usual surgical techniques with typical forceps. After the simulation surgery, participants answered questionnaires on a visual analogue scale, in terms of their level of interest and the reality of our training method as off-the-job training for trainees. We considered that the closer a score was to 10, the more useful our method would be for training new surgeons. Regarding the appeal or level of interest in this simulation surgery, the mean score was 8.3 of 10, and regarding reality, it was 7.0. The participants could feel some of the real sensations of the surgery and seemed to be satisfied to perform the simulation lobectomy. Our training method is considered to be suitable as an appropriate type of surgical off-the-job training.

  9. A Cost-Benefit Analysis of Federal Job Training Investments in Community Colleges

    ERIC Educational Resources Information Center

    Eyster, Lauren

    2017-01-01

    Community colleges, which are public, two-year institutions of higher education, have become a major provider of education and training that directly leads to a job in a particular occupation. To help community colleges build capacity to provide job training, the federal government has funded several grant programs over the past 15 years. Recent…

  10. Leader Developmental Readiness of Generation Y in the Training Industry

    ERIC Educational Resources Information Center

    Garrigue, Marie

    2012-01-01

    Members of Generation Y in the training and development industry will be required to assume leadership roles as Baby Boomers retire, yet little empirical research exists regarding how best to prepare them for leadership. The purpose of this study was to examine differences in leader developmental readiness between generational cohorts in the…

  11. Inner-City Negro Youth in a Job Training Project: A Study of Factors Related to Attrition and Job Success. Final Report.

    ERIC Educational Resources Information Center

    Gurin, Gerald

    Results of a study of an experimental and demonstration job training project (Chicago JOBS Project) for approximately 1,500 underemployed "functionally illiterate" inner-city Negro youth are reported. The project, which lasted from September of 1963 to the summer of 1964, included basic education, vocational training, and group and…

  12. Financial Management and Job Social Skills Training Components in a Summer Business Institute

    ERIC Educational Resources Information Center

    Donohue, Brad; Conway, Debbie; Beisecker, Monica; Murphy, Heather; Farley, Alisha; Waite, Melissa; Gugino, Kristin; Knatz, Danielle; Lopez-Frank, Carolina; Burns, Jack; Madison, Suzanne; Shorty, Carrie

    2005-01-01

    Ninety-two adolescents, predominantly ethnic minority high school students, participated in a structured Summer Business Institute (SBI). Participating youth were randomly assigned to receive either job social skills or financial management skills training components. Students who additionally received the job social skills training component were…

  13. On-the-job training won't cut it any more, experts say.

    PubMed

    2013-07-01

    Today's case managers need far more than on-the-job training to understand the complexities of the job and all of the tasks they must do on a daily basis. The length and content of the training must be geared to individual case managers and take into account their knowledge, skill set and experience. New case managers should be able to pass competencies and should meet with the case manager director and the person doing the training at the end of the week to discuss how the training is going. Hospital case managers must develop their own case management training programs that are based on hospital procedures and policies, specific job descriptions, and goals of the department, some experts say. In many cases, rather than hiring an experienced case manager who may not fit well into your department, it's better to hire someone with the characteristics you are looking for and teach him or her case management.

  14. Integrated Intelligent training and job aiding for combustion turbine engines

    NASA Technical Reports Server (NTRS)

    Mckeithan, Clifford M., Jr.; Quentin, George H.

    1993-01-01

    This paper describes an ongoing program to augment such an expert system gas turbine startup advisor, known as the EPRI SA VANT System, by including an intelligent training package. It will give a brief background on the SA VANT development and an overview of its evolution into a full-blown Gas Turbine Information System (GTIS) for rapid access of on-line documentation, diagnostics, and training. In particular, the paper will address: (1) the conversion of the knowledge base used by the SA VANT startup advisor so that it can be used for both training and job aiding; and (2) the hypertext-oriented user manuals being incorporated into the system for rapidly accessing on-line documentation at the job site.

  15. Simulated job interview skill training for people with psychiatric disability: feasibility and tolerability of virtual reality training.

    PubMed

    Bell, Morris D; Weinstein, Andrea

    2011-09-01

    The job interview is an important step toward successful employment and often a significant challenge for people with psychiatric disability. Vocational rehabilitation specialists can benefit from a systematic approach to training job interview skills. The investigators teamed up with a company that specializes in creating simulated job interview training to create software that provides a virtual reality experience with which learners can systematically improve their job interview skills, reduce their fears, and increase their confidence about going on job interviews. The development of this software is described and results are presented from a feasibility and tolerability trial with 10 participants with psychiatric disability referred from their vocational service programs. Results indicate that this representative sample had a strongly positive response to the prototype job interview simulation. They found it easy to use, enjoyed the experience, and thought it realistic and helpful. Almost all described the interview as anxiety provoking but that the anxiety lessened as they became more skilled. They saw the benefit of its special features such as ongoing feedback from a "coach in the corner" and from being able to review a transcript of the interview. They believed that they could learn the skills being taught through these methods. Participants were enthusiastic about wanting to use the final product when it becomes available. The advantages of virtual reality technology for training important skills for rehabilitation are discussed.

  16. The impact of training interventions on organizational readiness to support innovations in juvenile justice offices.

    PubMed

    Taxman, Faye S; Henderson, Craig; Young, Doug; Farrell, Jill

    2014-03-01

    Clinical trials on technology transfer models are rare, even with the interest in advancing the uptake of evidence-based practices in social service agencies. This article presents the results from a trial examining different transfer strategies to assist juvenile justice caseworkers in using screening, assessment, and case planning practices to address mental health and substance use needs. Study findings examine factors that promote organizational readiness. A clinical trial was conducted examining the impact of three post-training strategies: an external coach to build the social network of the justice office (build social climate), an external coach to educate staff (build skills and knowledge), and a control condition consisting of traditional management directives (directives to staff of agency priorities). All groups were exposed to a 1 day refresher course in motivational interviewing. The social network and skill building groups also attended an intensive 3-day training followed by three on-site booster sessions over a 12 month period of time. Twelve juvenile justice offices (with their 231 juvenile justice staff) were assigned to one of three conditions. The study examined the impact of different transfer conditions on organizational readiness to implement the innovation of screening, assessment, and referral strategies. External coaching targeting the social climate of the justice office to support innovations improved organizational readiness to change, regardless of office size. Coaching that targeted either the social climate or staff knowledge and skills both improved organizational readiness for change compared to management directives, but social climate coaching resulted in greater improvements in receptivity to change. No individual level features of case workers (e.g., age, gender, years of experience) significantly predicted organizational readiness to change. Unexpectedly, the skill and knowledge building approach did not perform any better

  17. [Job-sharing in postgraduate medical training: not automatically a nice duet].

    PubMed

    Levi, M

    2004-02-14

    Part-time work is an increasingly common phenomenon amongst medical professionals. Therefore many postgraduate training programmes for resident physicians also offer the opportunity of part-time work, which is usually in the form of an 80% full-time equivalent post. A new initiative has created the possibility of job-sharing, in which each of the participants fulfills 50% of one training position. Although the experience of the participants is mainly positive, it is unclear how this development will impact the quality of patient care and how it will affect the fulfillment of the training objectives. A more systematic evaluation of job-sharing in postgraduate medical training programmes is required to clarify these points.

  18. The Job Training Partnership Act. Abuse of On-the-Job Training and Other Contracting Is an Ongoing Problem. Testimony before the Subcommittee on Employment and Housing, Committee on Government Operations, House of Representatives.

    ERIC Educational Resources Information Center

    Crawford, Clarence C.

    This document contains a summary of the statement of Clarence C. Crawford, Associate Director, Education and Employment Issues, Human Resources Division of the U.S. General Accounting Office. The Job Training Partnership Act (JTPA) provides on-the-job training (OJT). Under OJT arrangements, employers provide training in a particular occupation for…

  19. Highway construction on-the-job training program review.

    DOT National Transportation Integrated Search

    2007-05-01

    "This study provides information about the experiences of trainees, contractors, Montana Department of : Transportation (MDT) field staff, and other state DOT staff in their states On-the-Job Training (OJT) Program. : Obtaining this information is...

  20. Effects of Refresher Training on Job-Task Typewriting Performance.

    ERIC Educational Resources Information Center

    Hagman, Joseph D.; Schendel, Joel D.

    Two groups of 15 Administrative Specialists, 7lL Military Occupational Speciality (MOS), participated in four job-task refresher training sessions designed to enhance the typewriting of military correspondence. One group performed under a study training method which allowed use of a Correspondence Manual while arranging materials into the correct…

  1. Project Job: Vocational Training Program for Mentally Retarded Adults.

    ERIC Educational Resources Information Center

    Career Development for Exceptional Individuals, 1983

    1983-01-01

    A vocational training program for trainable mentally retarded youth and adults provided instruction on functional skills, travel training, and independent living skills in addition to supervised performance in part time jobs in the community. The program expanded into small business subsidiaries for boat cleaning and detailing and marine serving.…

  2. Virtual reality job interview training in adults with autism spectrum disorder.

    PubMed

    Smith, Matthew J; Ginger, Emily J; Wright, Katherine; Wright, Michael A; Taylor, Julie Lounds; Humm, Laura Boteler; Olsen, Dale E; Bell, Morris D; Fleming, Michael F

    2014-10-01

    The feasibility and efficacy of virtual reality job interview training (VR-JIT) was assessed in a single-blinded randomized controlled trial. Adults with autism spectrum disorder were randomized to VR-JIT (n = 16) or treatment-as-usual (TAU) (n = 10) groups. VR-JIT consisted of simulated job interviews with a virtual character and didactic training. Participants attended 90 % of laboratory-based training sessions, found VR-JIT easy to use and enjoyable, and they felt prepared for future interviews. VR-JIT participants had greater improvement during live standardized job interview role-play performances than TAU participants (p = 0.046). A similar pattern was observed for self-reported self-confidence at a trend level (p = 0.060). VR-JIT simulation performance scores increased over time (R(2) = 0.83). Results indicate preliminary support for the feasibility and efficacy of VR-JIT, which can be administered using computer software or via the internet.

  3. Closing the Gap: Private and Public Job Training. EQW Issues Number 7.

    ERIC Educational Resources Information Center

    Zemsky, Robert; Oedel, Penney

    In the United States, job training programs tend to be categorized as either privately sponsored career advancement for valued employees or publicly funded employment remediation for disadvantaged workers. Findings of two federally mandated surveys that regularly asked nearly identical samples whether they had received job or job-related training…

  4. Toward Excellence in Secondary Vocational Education: Providing Job Training. Information Series No. 296.

    ERIC Educational Resources Information Center

    Stevens, David W.

    This publication discusses and analyzes issues related to job training in the high school. Section 1 describes the nature of the job training problem by presenting views of constituencies affected by high school programs. The interests of these groups are examined: students, instructional staff members, school administrators, parents, employers,…

  5. FORMAL AND ON-THE JOB TRAINING IN MILITARY OCCUPATIONS.

    ERIC Educational Resources Information Center

    BATEMAN, C.W.

    A MODEL IS CONSTRUCTED TO DETERMINE THE BEST PROPORTION OF FORMAL AND ON-THE-JOB TRAINING IN MILITARY OCCUPATIONS. SPECIAL CONSIDERATION IS GIVEN TO THE UNIQUE SITUATION OF ENLISTED PERSONNEL'S FIXED LENGTH OF SERVICE, THE SMALL PERCENTAGE OF RE-ENLISTMENT, AND THE NECESSITY OF TRAINING ALL ENLISTEES FOR ASSIGNED OCCUPATIONS. THE MODEL FORMULA…

  6. Simulated Job Interview Skill Training for People with Psychiatric Disability: Feasibility and Tolerability of Virtual Reality Training

    PubMed Central

    Bell, Morris D.; Weinstein, Andrea

    2011-01-01

    The job interview is an important step toward successful employment and often a significant challenge for people with psychiatric disability. Vocational rehabilitation specialists can benefit from a systematic approach to training job interview skills. The investigators teamed up with a company that specializes in creating simulated job interview training to create software that provides a virtual reality experience with which learners can systematically improve their job interview skills, reduce their fears, and increase their confidence about going on job interviews. The development of this software is described and results are presented from a feasibility and tolerability trial with 10 participants with psychiatric disability referred from their vocational service programs. Results indicate that this representative sample had a strongly positive response to the prototype job interview simulation. They found it easy to use, enjoyed the experience, and thought it realistic and helpful. Almost all described the interview as anxiety provoking but that the anxiety lessened as they became more skilled. They saw the benefit of its special features such as ongoing feedback from a “coach in the corner” and from being able to review a transcript of the interview. They believed that they could learn the skills being taught through these methods. Participants were enthusiastic about wanting to use the final product when it becomes available. The advantages of virtual reality technology for training important skills for rehabilitation are discussed. PMID:21860052

  7. General Practice On-the-Job Training in Chinese Urban Community: A Qualitative Study on Needs and Challenges

    PubMed Central

    Wang, Bo; Wu, Tao; Huang, Yafang; Guo, Aimin

    2014-01-01

    Background On-the-job training is an important strategy for general practitioners to deliver appropriately community health services in China. The development of basic professional competence for general practitioners is the main goal of on-the-job training program. The aim of this study was to explore the needs of and the challenges to on-the-job training for general practitioners, and to provide advices for policy-makers to carry out this program more effectively. Methods We conducted 3 nominal group techniques, 17 in-depth interviews and 3 focus groups to identify the status of, needs of and challenges to on-the-job training for general practitioners in Liaoning, Ningxia, and Fujian provinces from September 2011 until December 2011. Audiotapes and transcripts were analyzed to identify major themes. Content analysis of the data was completed from January 2012 to March 2012. Results Basic theoretical knowledge and clinical skills were the main needs for general practitioners during on-the-job training. The challenges during training included the time contradiction between work and training, deficiencies of qualified preceptors, and lack of training funds. Participants gave recommendations how to resolve the above problems. Conclusions In order to improve the outcomes of general practice on-the-job training, it is necessary for government officials to resolve the contradiction between work and training, train preceptors continuously, and increase financial support in the training program. PMID:24728399

  8. General practice on-the-job training in Chinese urban community: a qualitative study on needs and challenges.

    PubMed

    Zhao, Yali; Chen, Rui; Wang, Bo; Wu, Tao; Huang, Yafang; Guo, Aimin

    2014-01-01

    On-the-job training is an important strategy for general practitioners to deliver appropriately community health services in China. The development of basic professional competence for general practitioners is the main goal of on-the-job training program. The aim of this study was to explore the needs of and the challenges to on-the-job training for general practitioners, and to provide advices for policy-makers to carry out this program more effectively. We conducted 3 nominal group techniques, 17 in-depth interviews and 3 focus groups to identify the status of, needs of and challenges to on-the-job training for general practitioners in Liaoning, Ningxia, and Fujian provinces from September 2011 until December 2011. Audiotapes and transcripts were analyzed to identify major themes. Content analysis of the data was completed from January 2012 to March 2012. Basic theoretical knowledge and clinical skills were the main needs for general practitioners during on-the-job training. The challenges during training included the time contradiction between work and training, deficiencies of qualified preceptors, and lack of training funds. Participants gave recommendations how to resolve the above problems. In order to improve the outcomes of general practice on-the-job training, it is necessary for government officials to resolve the contradiction between work and training, train preceptors continuously, and increase financial support in the training program.

  9. Educating America: The President's Initiatives for High School, Higher Education and Job Training

    ERIC Educational Resources Information Center

    Executive Office of the President, 2004

    2004-01-01

    Only one-third of America's workforce has any post-secondary education, yet 60% of new jobs in the 21st century require higher education. The President has set a new national goal to ensure that every high school student graduates and is ready for the workplace or college. While No Child Left Behind will prepare a new generation of students with…

  10. Effect of postgraduate training on job and career satisfaction among health-system pharmacists.

    PubMed

    Padiyara, Rosalyn S; Komperda, Kathy E

    2010-07-01

    The effect of postgraduate training on job and career satisfaction among health-system pharmacists was evaluated. A mail-based questionnaire was sent to a random sample of pharmacist members of the American Society of Health-System Pharmacists. Previously validated questions for job and career satisfaction among pharmacists were utilized. The questionnaire was designed to obtain information regarding general employment, work environment, job satisfaction, career satisfaction, postgraduate training, and demographic characteristics. Pharmacists who had completed either a pharmacy residency or fellowship were classified as having postgraduate training. Questionnaires returned within two months of the original mailing date were included in the analysis. Responses from pharmacists who were retired, employed in a nonpharmacy career, or unemployed were excluded. Data were analyzed using SPSS software. Of the 2499 questionnaires mailed, 36 were undeliverable; 1058 were completed, yielding a response rate of 43%. Of these, 48 were excluded, resulting in 1010 questionnaires suitable for analysis. Approximately 37% of respondents indicated completion of postgraduate training. The most common practice setting was a community, not-for-profit hospital (40.9%). Overall, 90.7% of respondents indicated they were either satisfied or highly satisfied with their current employment. Approximately 45% of pharmacists with postgraduate training indicated they were highly satisfied with their employment, compared with 32.7% of pharmacists without postgraduate training (p < 0.001). Pharmacists who completed postgraduate training were more satisfied with their job than those who did not complete such training.

  11. Transplant surgery fellow perceptions about training and the ensuing job market-are the right number of surgeons being trained?

    PubMed

    Reich, D J; Magee, J C; Gifford, K; Merion, R M; Roberts, J P; Klintmalm, G B G; Stock, P G

    2011-02-01

    The American Society of Transplant Surgeons (ASTS) sought whether the right number of abdominal organ transplant surgeons are being trained in the United States. Data regarding fellowship training and the ensuing job market were obtained by surveying program directors and fellowship graduates from 2003 to 2005. Sixty-four ASTS-approved programs were surveyed, representing 139 fellowship positions in kidney, pancreas and/or liver transplantation. One-quarter of programs did not fill their positions. Forty-five fellows graduated annually. Most were male (86%), aged 31-35 years (57%), married (75%) and parents (62%). Upon graduation, 12% did not find transplant jobs (including 8% of Americans/Canadians), 14% did not get jobs for transplanting their preferred organ(s), 11% wished they focused more on transplantation and 27% changed jobs early. Half fellows were international medical graduates; 45% found US/Canadian transplant jobs, particularly 73% with US/Canadian residency training. Fellows reported adequate exposure to training volume, candidate selection, pre/postoperative care and organ procurement, but not to donor management/selection, outpatient care and core didactics. One-sixth noted insufficient 'mentoring/preparation for a transplantation career'. Currently, there seem to be enough trainees to fill entry-level positions. One-third program directors believe that there are too many trainees, given the current and foreseeable job market. ASTS is assessing the total workforce of transplant surgeons and evolving manpower needs. ©2011 The Authors Journal compilation©2011 The American Society of Transplantation and the American Society of Transplant Surgeons.

  12. Virtual Reality Job Interview Training in Adults with Autism Spectrum Disorder

    PubMed Central

    Smith, Matthew J.; Ginger, Emily; Wright, Katherine; Wright, Michael; Taylor, Julie Lounds; Humm, Laura Boteler; Olsen, Dale; Bell, Morris D.; Fleming, Michael F.

    2014-01-01

    The feasibility and efficacy of Virtual Reality Job Interview Training (VR-JIT) was assessed in a single-blinded randomized controlled trial. Adults with autism spectrum disorder were randomized to VR-JIT (n=16) or treatment as usual (TAU) (n=10) groups. VR-JIT consisted of simulated job interviews with a virtual character and didactic training. Participants attended 90% of lab-based training sessions and found VR-JIT easy-to-use, enjoyable, and they felt prepared for future interviews. VR-JIT participants had greater improvement during live standardized job interview role-play performances than TAU participants (p=0.046). A similar pattern was observed for self-reported self-confidence at a trend level (p=0.060). VR-JIT simulation performance scores increased over time (R-Squared=0.83). Results indicate preliminary support for the feasibility and efficacy of VR-JIT, which can be administered using computer software or via the internet. PMID:24803366

  13. Public Health Workforce Self-Identified Training Needs by Jurisdiction and Job Type.

    PubMed

    Yeager, Valerie A; Wisniewski, Janna M; Chapple-McGruder, Theresa; Castrucci, Brian; Gould, Elizabeth

    2018-06-21

    Ensuring adequate and appropriate training of the workforce is a crucial priority for governmental public health. This is particularly important, given the diverse backgrounds of the public health workforce; the vast majority (approximately 83%) do not have formal training in public health, and those that do have formal training in public health have limited training in management and other essential organizational skills. The purpose of this article is to identify training needs among public health workers in specific job types and settings. This cross section study used 2014 data from the Public Health Workforce Interests and Needs Survey. Qualitative analyses were used to code open-ended responses to questions about training needs. Needs are stratified across job types and jurisdiction. Eight main themes or skill areas were identified with the largest proportion indicating a need for management/leadership skills (28.2%). The second most frequent need was communication skills (21.3%). Across the 9 job types examined, general management skills were either the first or second training need for 7 job types. Among individuals who already have leadership/management positions, budgeting was the most common training need. Findings from this study can inform targeted strategies to address training needs for specific types of employees. Such strategies can influence the efficiency and effectiveness of public health efforts and employee satisfaction. As new public health frameworks-like Public Health 3.0 and the Chief Health Strategist-are advanced nationally, it is necessary to ensure that the workforce has the skills and abilities to implement these frameworks.This is an open-access article distributed under the terms of the Creative Commons Attribution-Non Commercial-No Derivatives License 4.0 (CCBY-NC-ND), where it is permissible to download and share the work provided it is properly cited. The work cannot be changed in any way or used commercially without permission

  14. Films on Jobs, Training, and the Ghetto; An Evaluative Guide.

    ERIC Educational Resources Information Center

    American Foundation on Automation and Employment, Inc., New York, NY.

    This 47-page evaluative guide to films on jobs, training, and the ghetto was prepared at the first International Job Film Fair. The Fair was held in New York City, May 21-22, 1969, and was sponsored by the American Foundation on Automation and Employment. Films were obtained through a variety of film, industrial, and educational media. The panel…

  15. Finding the Balance Between Schoolhouse and On-the-Job Training

    DTIC Science & Technology

    2007-01-01

    military training [BMT] to 3-level award1 for mission-ready airmen). Specifically, we examined seven specialties: Airborne Crypto - logic Linguist (Air...sup- port and interfaces with other units. Performs and assists in mission planning. Maintains publications and currency items. Maintains and

  16. The Impact of Training Interventions on Organizational Readiness to Support Innovations in Juvenile Justice Offices

    PubMed Central

    Taxman, Faye S.; Henderson, Craig; Young, Doug; Farrell, Jill

    2012-01-01

    OBJECTIVE Clinical trials on technology transfer models are rare, even with the interest in advancing the uptake of evidence-based practices in social service agencies. This article presents the results from a trial examining different transfer strategies to assist juvenile justice caseworkers in using screening, assessment, and case planning practices to address mental health and substance use needs. Study findings examine factors that promote organizational readiness. METHODS A clinical trial was conducted examining the mpact of three post-training strategies: an external coach to build the social network of the justice office (build social climate), an external coach to educate staff (build skills and knowledge), and a control condition consisting of traditional management directives (directives to staff of agency priorities). All groups were exposed to a one day refresher course in motivational interviewing. The social network and skill building groups also attended an intensive three-day training followed by three on-site booster sessions over a 12 month period of time. Twelve juvenile justice offices (with their 231 juvenile justice staff) were assigned to one of three conditions. The study examined the impact of different transfer conditions on organizational readiness to implement the innovation of screening, assessment, and referral strategies. RESULTS External coaching targeting the social climate of the justice office to support innovations improved organizational readiness to change, regardless of office size. Coaching that targeted either the social climate or staff knowledge and skills both improved organizational readiness for change compared to management directives, but social climate coaching resulted in greater improvements in receptivity to change. No individual level features of case workers (e.g., age, gender, years of experience) significantly predicted organizational readiness to change. Unexpectedly, the skill and knowledge building

  17. The Effect of Spiritual Intelligence Training on Job Satisfaction of Psychiatric Nurses.

    PubMed

    Heydari, Abbas; Meshkinyazd, Ali; Soudmand, Parvaneh

    2017-04-01

    Objective: Nurses are the most important staff in the health care system, thus, their job satisfaction is important in nursing management. The present study aimed at determining the impact of teaching spiritual intelligence on the job satisfaction of psychiatric nurses. Method: The participants were divided into 2 groups by random allocation. Data were collected in 3 stages of before intervention, 4 weeks, and 8 weeks post intervention using Brayfield & Rother Job Satisfaction Questionnaire. Results: The results of this study revealed that the mean score of job satisfaction in the experimental group was 65.5±9.9 in the pre intervention stage, which increased to 69.8±6.3 one month after the intervention and to 72.5±8.9 in 2 months after the intervention, and it was significantly more than that of the control group. Conclusion: The job satisfaction rate of the control group decreased admirably in both 1 month and 2 months after the intervention stage. Thus, spiritual intelligence training is an effective method to increase job satisfaction, and it is suggested that managers consider spiritual intelligence training to increase job satisfaction in nurses.

  18. Job Training for Women: The Promise and Limits of Public Policies. Women in the Political Economy Series.

    ERIC Educational Resources Information Center

    Harlan, Sharon L., Ed.; Steinberg, Ronnie J., Ed.

    This comprehensive review of the public system of occupational education and job training for women in the United States focuses on education and training for occupations that require less than a four-year college degree. Chapter 1, "Job Training for Women: The Problem in a Policy Context" (Harlan, Steinberg), sketches an outline of job training…

  19. JOBS NOW, A PROJECT TO FIND EMPLOYMENT FOR 3,000 YOUNG MEN AND WOMEN, PROVIDE A UNIFIED APPROACH TO EMPLOYMENT OF THE DISADVANTAGED AND TO OPERATE A SEMINAR CENTER FOR PERSONNEL INVOLVED IN THE RECRUITING, TRAINING, AND EMPLOYMENT. STATUS REPORT, NUMBER 3.

    ERIC Educational Resources Information Center

    YMCA of Metropolitan Chicago, IL.

    THE GENERAL OBJECTIVE WAS TO HELP THE CLIENTS ATTAIN EMPLOYMENT READINESS. TWO-WEEK WORKSHOPS WERE HELD ON EACH OF THE FOLLOWING--TRANSPORTATION AND ORIENTATION TO THE CITY, GROOMING AND PERSONAL HYGIENE, MONEY MANAGEMENT, AND HUMAN RELATIONS TRAINING AND JOB ORIENTATION. DAILY LESSON PLANS WITH OBJECTIVES SPECIFICALLY RELATED TO THE WORLD OF WORK…

  20. From job training to green jobs: a case study for a young adult employment program centered on environmental restoration in New York City, USA

    Treesearch

    Nancy Falxa-Raymond; Erika Svendsen; Lindsay K. Campbell

    2013-01-01

    The demand for a well-trained green-collar labor force will increase as many cities implement sustainability and green infrastructure plans. Additionally, many green jobs training programs are intended to provide pathways out of poverty for low-skilled workers. In this case study, we analyze the experiences of graduates from a New York City, USA green jobs training...

  1. Learning the Job: Juggling the Messages in On- and Off-the-Job Training.

    ERIC Educational Resources Information Center

    Harris, Roger; Willis, Peter; Simons, Michele

    This report is an interpretative examination of on- and off-job sites as learning environments. It explores meanings that apprentices, workplace mentors, and technical and further education (TAFE) teachers develop and place on integrated training. Key insights from research on 32 apprentices, 21 host employers, and 6 TAFE teachers in South…

  2. Associate residency training directors in psychiatry: demographics, professional activities, and job satisfaction.

    PubMed

    Arbuckle, Melissa R; Degolia, Sallie G; Esposito, Karin; Miller, Deborah A; Weinberg, Michael; Brenner, Adam M

    2012-09-01

    The purpose of this study was to characterize associate training director (ATD) positions in psychiatry. An on-line survey was e-mailed in 2009 to all ATDs identified through the American Association of Directors of Psychiatric Residency Training (AADPRT). Survey questions elicited information regarding demographics, professional activities, job satisfaction, and goals. Of 170 ATDs surveyed, 73 (42.9%) completed the survey. Most respondents (71.3%) had been in their positions for 3 years or less. Many ATDs indicated that they were involved in virtually all aspects of residency training; 75% of respondents agreed that they were happy with their experience. However, specific concerns included inadequate time and compensation for the ATD role in addition to a lack of mentorship and unclear job expectations. Thoughtful attention to the construction of the ATD role may improve job satisfaction.

  3. Report of Retail Sales Training Program for Clackamas Town Center, January 19, 1981-March 6, 1981.

    ERIC Educational Resources Information Center

    Clackamas Community Coll., Oregon City, OR.

    In late 1980, a retail sales training program was implemented at Clackamas Community College to meet the training needs of business tenants of the new Clackamas Town Center. The program consisted of 20 hours of intensified training in customer relations, sales, cashiering, job readiness, and interviewing. A total of 416 students completed the…

  4. Determinants of On-The-Job Training in Enterprises: The Russian Case

    ERIC Educational Resources Information Center

    Roshchin, Sergey; Travkin, Pavel

    2017-01-01

    Purpose: This paper aims to determine the influence of various enterprise characteristics on on-the-job training. The paper focuses mainly on identifying the influence of a firm's innovative activity, technological capacity for manufacturing and product market competition on its likelihood of having a training program and on training intensity.…

  5. How many employees receive safety training during their first year of a new job?

    PubMed

    Smith, Peter M; Mustard, Cameron A

    2007-02-01

    To describe the provision of safety training to Canadian employees, specifically those in their first year of employment with a new employer. Three repeated national Canadian cross-sectional surveys. 59 159 respondents from Statistics Canada's Workplace and Employee Surveys (1999, 2001 and 2003), 5671 who were in their first year of employment. Receiving occupational health and safety training, orientation training or office or non-office equipment training in either a classroom or on-the-job in the previous 12 months. Only 12% of women and 16% of men reported receiving safety training in the previous 12 months. Employees in their first 12 months of employment were more likely to receive safety training than employees with >5 years of job tenure. However, still only one in five new employees had received any safety training while with their current employer. In a fully adjusted regression model, employees who had access to family and support programs, women in medium-sized workplaces and in manufacturing, and men in large workplaces and in part-time employment all had an increased probability of receiving safety training. No increased likelihood of safety training was found in younger workers or those in jobs with higher physical demands, both of which are associated with increased injury risk. From our results, it would appear that only one in five Canadian employees in their first year of a new job received safety training. Further, the provision of safety training does not appear to be more prevalent among workers or in occupations with increased risk of injuries.

  6. Relating Training to Job Satisfaction: A Survey of Online Faculty Members

    ERIC Educational Resources Information Center

    Hoekstra, Brian

    2014-01-01

    The purpose of this study was to determine whether training affected the job satisfaction reported by online faculty members. A convenience sample of 492 Iowa Community College Online Consortium (ICCOC) faculty members were invited to participate in a quantitative survey, and 148 responded. Overall Job Satisfaction was operationalized through the…

  7. Use of Community Readiness Model to Develop and Evaluate a Pilot Culinary Training Program for School Nutrition Staff.

    PubMed

    Hildebrand, Deana A; Blevins, Priscilla; Carl, Lillian; Brown, Barbara; Betts, Nancy M; Poe, Tiffany

    2018-02-01

    Use the Community Readiness Model (CRM) to develop and evaluate a contextually appropriate pilot culinary training program for school nutrition staff members. Mixed methods to guide intervention development. Six school districts in rural and urban areas of a southwestern state. School nutrition staff (n = 36; female; <1 to >20 years' experience). Pre- and post-training assessments used the CRM. Findings from the pre-assessment were used to develop the pilot culinary training intervention. Readiness to integrate new food preparation methods into existing practices. The researchers used t and Wilcoxon tests to compare overall readiness and dimension scores (P ≤ .05). Thematic analysis was used to identify themes from the discussion component of the assessments. Overall readiness increased from vague awareness to preparation (P = .02). Improved dimensions were knowledge of efforts (P = .004), leadership (P = .05), and knowledge of issues (P = .04). Themes included barriers, leadership, and motivation. The CRM was useful for developing and evaluating a contextually appropriate and effective culinary training program for school nutrition staff. Future efforts should address the provision of additional resources such as on-site chefs, small equipment grants, and engaging school stakeholders. Copyright © 2017 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

  8. FY17 Environmental Workforce Development and Job Training (EWDJT) Grants

    EPA Pesticide Factsheets

    This notice announces the availability of funds and solicits proposals from eligible entities, including nonprofit organizations, to deliver Environmental Workforce Development and Job Training programs.

  9. Alaska Native Weatherization Training and Jobs Program First Steps Toward Tribal Weatherization – Human Capacity Development

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Wiita, Joanne

    The Alaska Native Weatherization Training and Jobs Project expanded weatherization services for tribal members’ homes in southeast Alaska while providing weatherization training and on the job training (OJT) for tribal citizens that lead to jobs and most probably careers in weatherization-related occupations. The program resulted in; (a) 80 Alaska Native citizens provided with skills training in five weatherization training units that were delivered in cooperation with University of Alaska Southeast, in accordance with the U.S. Department of Energy Core Competencies for Weatherization Training that prepared participants for employment in three weatherizationrelated occupations: Installer, Crew Chief, and Auditor; (b) 25 paidmore » OJT training opportunities for trainees who successfully completed the training course; and (c) employed trained personnel that have begun to rehab on over 1,000 housing units for weatherization.« less

  10. What Price Must We Pay for the Jobs of Tomorrow? Employment and Training Issues.

    ERIC Educational Resources Information Center

    Feit, Rona; And Others

    This issue paper presents three very different views of the roles that government, job training, and economic development programs play within society. The paper is meant to stimulate discussion among training and employment and community and economic development professionals; it focuses on job retention and emphasizes the role of counties in the…

  11. On-The-Job Training Program, Educable Mentally Retarded. Final Report.

    ERIC Educational Resources Information Center

    Pocatello School District 25, ID.

    School training and vocational services were combined into a program designed to demonstrate that educable mentally retarded students could develop well rounded working habits that would mutually benefit them and the community. On-the-job training was used as a demonstration of the practical use of academic, social, and vocational skills learned…

  12. Changes in job stress and coping skills among caregivers after dementia care practitioner training.

    PubMed

    Takizawa, Takeya; Takahashi, Megumi; Takai, Michiko; Ikeda, Taichiro; Miyaoka, Hitoshi

    2017-01-01

    Dementia care practitioner training is essential for professional caregivers to acquire medical knowledge and care skills for dementia patients. We investigated the significance of training in stress management by evaluating caregivers' job stress and coping style before and after they have completed training. The subjects included 134 professional caregivers (41 men, 93 women) recruited from participants in training programmes held in Kanagawa Prefecture from August 2008 to March 2010. A survey using a brief job stress questionnaire and a coping scale was carried out before and after they completed their training. A t-test and multiple regression analysis were performed to evaluate the effects of the training. After the training, the scores of modifiers on the job stress scale and of the coping scale increased, whereas the scores of stress reactions on the job stress scale decreased. However, there were no changes in participants' subjective cognition concerning their workplace environment. Furthermore, the change in stress reaction score tended to correlate with the change in consultation score in all participants and with the change in problem-solving and consultation in male participants. Among female participants, the change in stress reaction score tended to correlate with change in support from superiors and colleagues as modifiers. The factors that correlated to the change in stress reaction score differed between genders. The findings suggest that training caregivers improves their stress reaction and coping skills. © 2016 The Authors. Psychogeriatrics © 2016 Japanese Psychogeriatric Society.

  13. WorkReady Philadelphia: Preparing Youth for Job Readiness

    ERIC Educational Resources Information Center

    Pawlowski, Brett

    2010-01-01

    One of the great concerns of the business community involves the workforce pipeline: employers want to be sure that new entries into the labor pool, whether from the K-12 or postsecondary systems, are prepared for the jobs that await them. In Philadelphia, business and community leaders have joined forces to give students workplace learning…

  14. Virtual Reality Job Interview Training in Adults with Autism Spectrum Disorder

    ERIC Educational Resources Information Center

    Smith, Matthew J.; Ginger, Emily J.; Wright, Katherine; Wright, Michael A.; Taylor, Julie Lounds; Humm, Laura Boteler; Olsen, Dale E.; Bell, Morris D.; Fleming, Michael F.

    2014-01-01

    The feasibility and efficacy of virtual reality job interview training (VR-JIT) was assessed in a single-blinded randomized controlled trial. Adults with autism spectrum disorder were randomized to VR-JIT (n = 16) or treatment-as-usual (TAU) (n = 10) groups. VR-JIT consisted of simulated job interviews with a virtual character and didactic…

  15. Fully On-the-Job Training: Experiences and Steps Ahead: Support Document

    ERIC Educational Resources Information Center

    Wood, Susanne

    2004-01-01

    This document was produced by DBM Consultants, who provided the research on Susanne Wood's report "Fully On-the-Job Training: Experiences and Steps Ahead." It contains the appendix: Stage 3--CATI Questionnaire for Fully On-the-Job trainees/apprentices and is provided as an added resource for further information. [Full Report available at ED493985.

  16. How many employees receive safety training during their first year of a new job?

    PubMed Central

    Smith, Peter M; Mustard, Cameron A

    2007-01-01

    Objective To describe the provision of safety training to Canadian employees, specifically those in their first year of employment with a new employer. Design Three repeated national Canadian cross‐sectional surveys. Subjects 59 159 respondents from Statistics Canada's Workplace and Employee Surveys (1999, 2001 and 2003), 5671 who were in their first year of employment. Main outcome Receiving occupational health and safety training, orientation training or office or non‐office equipment training in either a classroom or on‐the‐job in the previous 12 months. Results Only 12% of women and 16% of men reported receiving safety training in the previous 12 months. Employees in their first 12 months of employment were more likely to receive safety training than employees with >5 years of job tenure. However, still only one in five new employees had received any safety training while with their current employer. In a fully adjusted regression model, employees who had access to family and support programs, women in medium‐sized workplaces and in manufacturing, and men in large workplaces and in part‐time employment all had an increased probability of receiving safety training. No increased likelihood of safety training was found in younger workers or those in jobs with higher physical demands, both of which are associated with increased injury risk. Conclusions From our results, it would appear that only one in five Canadian employees in their first year of a new job received safety training. Further, the provision of safety training does not appear to be more prevalent among workers or in occupations with increased risk of injuries. PMID:17296687

  17. Partnerships in the New Employment and Training System. Survey Report II. Job Training Partnership Act Research Findings.

    ERIC Educational Resources Information Center

    Brady, Elaine

    A study examined the level and type of integration and coordination that exist among local employment and training practitioners and local and state educational agencies and institutions in the delivery of employment and training services as mandated by the Job Training Partnership Act (JTPA). To gather data for the study, researchers conducted…

  18. Readiness for organisational change among general practice staff.

    PubMed

    Christl, B; Harris, M F; Jayasinghe, U W; Proudfoot, J; Taggart, J; Tan, J

    2010-10-01

    Increasing demands on general practice to manage chronic disease may warrant organisational change at the practice level. Staff's readiness for organisational change can act as a facilitator or barrier to implementing interventions aimed at organisational change. To explore general practice staff readiness for organisational change and its association with staff and practices characteristics. This is a cross-sectional study of practices in three Australian states involved in a randomised control trial on the effectiveness of an intervention to enhance the role of non-general practitioner staff in chronic disease management. Readiness for organisational change, job satisfaction and practice characteristics were assessed using questionnaires. 502 staff from 58 practices completed questionnaires. Practice characteristics were not associated with staff readiness for change. A multilevel regression analysis showed statistically significant associations between staff readiness for organisational change (range 1 to 5) and having a non-clinical staff role (vs general practitioner; B=-0.315; 95% CI -0.47 to -0.16; p<0.001), full-time employment (vs part-time; B=0.175, 95% CI 0.06 to 0.29; p<0.01) and lower job satisfaction (B=-0.277, 95% CI -0.40 to -0.15; p<0.001). The results suggest that different approaches are needed to facilitate change which addresses the mix of practice staff. Moderately low job satisfaction may be an opportunity for organisational change.

  19. [Influencing factors for job satisfaction in train drivers in a railway bureau: an analysis of 1413 cases].

    PubMed

    Gu, G Z; Yu, S F; Zhou, W H; Wu, H; Kang, L; Chen, R

    2017-01-20

    Objective: To investigate the influencing factors for job satisfaction in train drivers. Methods: In March 2012, cluster sampling was used to conduct a cross-sectional survey in 1413 male train drivers (including 301 passenger train drivers, 683 freight train drivers, 350 passenger shunting train drivers, and 79 high-speed train drivers) from a locomotive depot of a railway bureau. The occupational stress instruments, job content questionnaire, and effort-reward imbalance questionnaire were used to analyze job satisfaction, occupational stress factors, stress reaction, individual characteristics, coping strategies, and social support. Results: There were significant differences in job satisfaction score between the drivers with different posts, working years, ages, smoking status, and drinking status ( P <0.01). The correlation analysis revealed that job satisfaction score was positively correlated with reward, working stability, promotion opportunity, positive emotion, social support, self-esteem, and coping strategy scores ( P <0.01) and negatively correlated with sleep disorders, effort, role conflict, intergroup conflict, responsibility for persons, responsibility for things, psychological needs, physiological needs, daily stress, negative emotion, and depressive symptom scores ( P < 0.01). The analysis of variance showed that compared with the moderate and low job satisfaction groups, the high job satisfaction group had significantly higher reward, positive emotion, promotion opportunity, and role ambiguity scores ( P <0.01) , as well as significantly lower scores of responsibility for persons and responsibility for things ( P <0.01). Compared with the moderate and high job satisfaction groups the low job satisfaction group had significantly higher scores of psychological needs, effort, role conflict, sleep disorders, daily stress, depressive symptom, negative emotion, drug use, intragroup conflict, and social support ( P <0.01) , and the moderate job

  20. Taking control: Is job crafting related to the intention to leave surgical training?

    PubMed Central

    Stassen, Laurents; de Grave, Willem; Sanabria, Alvaro; Alfonso, Edgar; Dolmans, Diana

    2018-01-01

    Objective The intention to leave surgical training, hereinafter referred as proxy of “attrition,” is associated with poor well-being in the workplace. Attrition is suggested to diminish when residents possess job-crafting skills, that is, the ability to redefine their job in meaningful ways and maximize well-being at work by increasing structural and social resources and challenges and decreasing hindering demands. However, the evidence supporting this relationship is scant. This study sought to: 1) investigate to what extent residents possess job-crafting skills and compare residents’ levels of job-crafting skills across years of residency training; 2) investigate the relationship between job crafting, well-being as measured by burnout and work-engagement rates, and the intention to leave; and 3) compare the levels of job-crafting skills and well-being between residents with and without serious intentions to leave. Methods This cross sectional study was conducted in fifteen residency programs in Colombia. Surgical residents completed different questionnaires including the Dutch Job Crafting Scale (DJCS), MBI-Human Services Survey (MBI-HSS), Utrecht Work Engagement Scale (UWES-17) and an adapted version of the Nurse Turnover Intention Scale (NTIS). The objectives were addressed by independent analyses of variance (ANOVA), structural equation modeling techniques (SEM) and independent t-tests, respectively. Results A total of 202 residents participated. Residents generally scored high on their job-crafting skills to increase structural and social resources as well as challenging demands, but were less positive about their skills to reduce hindering demands. No differences across years of training were found. Job crafting correlated positively with work-engagement, which was inversely related to the intention to leave. Conversely, job crafting correlated negatively with burnout, which bore a positive relationship to the intention to leave. Residents with serious

  1. Taking control: Is job crafting related to the intention to leave surgical training?

    PubMed

    Dominguez, Luis Carlos; Stassen, Laurents; de Grave, Willem; Sanabria, Alvaro; Alfonso, Edgar; Dolmans, Diana

    2018-01-01

    The intention to leave surgical training, hereinafter referred as proxy of "attrition," is associated with poor well-being in the workplace. Attrition is suggested to diminish when residents possess job-crafting skills, that is, the ability to redefine their job in meaningful ways and maximize well-being at work by increasing structural and social resources and challenges and decreasing hindering demands. However, the evidence supporting this relationship is scant. This study sought to: 1) investigate to what extent residents possess job-crafting skills and compare residents' levels of job-crafting skills across years of residency training; 2) investigate the relationship between job crafting, well-being as measured by burnout and work-engagement rates, and the intention to leave; and 3) compare the levels of job-crafting skills and well-being between residents with and without serious intentions to leave. This cross sectional study was conducted in fifteen residency programs in Colombia. Surgical residents completed different questionnaires including the Dutch Job Crafting Scale (DJCS), MBI-Human Services Survey (MBI-HSS), Utrecht Work Engagement Scale (UWES-17) and an adapted version of the Nurse Turnover Intention Scale (NTIS). The objectives were addressed by independent analyses of variance (ANOVA), structural equation modeling techniques (SEM) and independent t-tests, respectively. A total of 202 residents participated. Residents generally scored high on their job-crafting skills to increase structural and social resources as well as challenging demands, but were less positive about their skills to reduce hindering demands. No differences across years of training were found. Job crafting correlated positively with work-engagement, which was inversely related to the intention to leave. Conversely, job crafting correlated negatively with burnout, which bore a positive relationship to the intention to leave. Residents with serious intentions to leave exhibited

  2. Advanced proficiency EHR training: effect on physicians' EHR efficiency, EHR satisfaction and job satisfaction.

    PubMed

    Dastagir, M Tariq; Chin, Homer L; McNamara, Michael; Poteraj, Kathy; Battaglini, Sarah; Alstot, Lauren

    2012-01-01

    The best way to train clinicians to optimize their use of the Electronic Health Record (EHR) remains unclear. Approaches range from web-based training, class-room training, EHR functionality training, case-based training, role-based training, process-based training, mock-clinic training and "on the job" training. Similarly, the optimal timing of training remains unclear--whether to engage in extensive pre go-live training vs. minimal pre go-live training followed by more extensive post go-live training. In addition, the effectiveness of non-clinician trainers, clinician trainers, and peer-trainers, remains unclearly defined. This paper describes a program in which relatively experienced clinician users of an EHR underwent an intensive 3-day Peer-Led EHR advanced proficiency training, and the results of that training based on participant surveys. It highlights the effectiveness of Peer-Led Proficiency Training of existing experienced clinician EHR users in improving self-reported efficiency and satisfaction with an EHR and improvements in perceived work-life balance and job satisfaction.

  3. Job Corps. Comparison of Federal Program with State Youth Training Initiatives. Report to Congressional Requesters.

    ERIC Educational Resources Information Center

    General Accounting Office, Washington, DC. Health, Education, and Human Services Div.

    The General Accounting Office compared state youth training programs with the Job Corps using the four program features that, taken together, characterize the Job Corps program: (1) serving a severely disadvantaged population, (2) providing basic education instruction, (3) focusing on vocational training services, and (4) providing these services…

  4. The Dual Promise of Green Jobs: A Qualitative Study of Federally Funded Energy Training Programmes in the USA

    ERIC Educational Resources Information Center

    Scully-Russ, Ellen

    2013-01-01

    Purpose: The aim of this paper is to review the policy literature on green jobs and green jobs training in the USA and to present findings of a qualitative study on the start-up of two Energy Training Partnerships (ETP) funded by the US Department of Labour to train workers for green jobs. Design/methodology/approach: The paper includes a review…

  5. Organizational Context of Structured On-the-Job Training.

    ERIC Educational Resources Information Center

    Versloot, A. M.; DeJong, J. A.

    A study examined structured on-the-job training (SOJT) within the organizational context of 8 Dutch firms exploring more than 500 individuals each. Between 7 and 19 individuals (trainees, trainers, supervisors, managers, and/or human resource development officers) were interviewed at each firm. The effectiveness of SOJT was found to be greatly…

  6. Final priority. Rehabilitation Training: Job-Driven Vocational Rehabilitation Technical Assistance Center. Final priority.

    PubMed

    2014-08-19

    The Assistant Secretary for Special Education and Rehabilitative Services announces a priority under the Rehabilitation Training program to establish a Job-Driven Vocational Rehabilitation Technical Assistance Center (JDVRTAC). The Assistant Secretary may use this priority for competitions in fiscal year (FY) 2014 and later years. We take this action to focus on training in an area of national need. Specifically, this priority responds to the Presidential Memorandum to Federal agencies directing them to take action to address job-driven training for the Nation's workers. The JDVRTAC will provide technical assistance (TA) to State vocational rehabilitation (VR) agencies to help them develop for individuals with disabilities training and employment opportunities that meet the needs of today's employers.

  7. Using Hospitals as Job Training and Employment Sites for the Developmentally Disabled. Hospital Industries Handbook.

    ERIC Educational Resources Information Center

    Balser, Richard M.; And Others

    Based on the experiences of a job training demonstration project in five hospitals, the handbook describes a rationale and approach for using hospitals (rather than sheltered workshops) as job training sites for mentally and physically disabled persons. Part I reviews advantages for the hospital, the disabled person and his family, the…

  8. Learning through Play for School Readiness: A Training Program for Parents and Other Caregivers of Preschool Children. Learning Games To Strengthen Children's School Readiness Skills. [Videotape with Facilitator's Manual].

    ERIC Educational Resources Information Center

    Singer, Jerome; Singer, Dorothy

    This video-based program trains parents and other child caregivers to engage 3- to 5-year-olds in simple, motivating learning games to strengthen cognitive, social, and motor school-readiness skills. The training materials consist of a manual for training facilitators and a training video demonstrating how to play each learning game with preschool…

  9. More than A Summer Job: WorkReady 2009 Report

    ERIC Educational Resources Information Center

    Philadelphia Youth Network, 2009

    2009-01-01

    WorkReady Philadelphia is the City's comprehensive approach to youth workforce development. Since its founding in 2003, the initiative's efforts have leveraged funds from a variety of sources to significantly expand available opportunities for Philadelphia's youth. The WorkReady Philadelphia system aligns the efforts of the private sector,…

  10. Reforming and Consolidating Federal Job Training Programs. Hearing on Examining Proposals To Reform and Consolidate Federal Job Training Programs, before the Committee on Labor and Human Resources. United States Senate, One Hundred Third Congress, Second Session.

    ERIC Educational Resources Information Center

    Congress of the U.S., Washington, DC. Senate Committee on Labor and Human Resources.

    This hearing is a continuation of a bipartisan effort to consolidate, reform, and revitalize federally funded job training programs. Testimony includes statements of U.S. senators and individuals representing the following: National Association of State Job Training Coordinating Council and Human Resource Investment Council; American Federation of…

  11. EPA Selects Lawrence, Mass. Group for Brownfields Job Training Grant

    EPA Pesticide Factsheets

    Today, EPA announced that the Merrimack Valley Workforce Investment Board, of Lawrence, Mass., was one of 14 organizations nationwide selected to receive funding to operate environmental job training programs for local unemployed residents.

  12. A TASK UNIT CONCEPT FOR ON-THE-JOB TRAINING IN FOOD SERVICE.

    ERIC Educational Resources Information Center

    WELCH, JOHN

    INDUSTRIAL TRAINING PROCEDURES ARE COMPARED WITH THOSE OF FOOD AND OTHER SERVICE INDUSTRIES TO ASCERTAIN RELEVANT TRAINING METHODS. HELPFUL PROCEDURES WERE--DESCRIBING EACH EMPLOYEE'S JOB BY LISTING HIS TASKS AND BREAKING DOWN EACH TASK INTO ITS SEPARATE OPERATIONS. THEN THE BEST METHOD OF TRAINING FOR EACH TASK CAN BE DETERMINED. A TIME AND…

  13. Adult Competency Education Kit. Basic Skills in Speaking, Math, and Reading for Employment. Part F. ACE Competency Based Job Descriptions: #20--Body Fender Mechanic; #21--New Car Get-Ready Person.

    ERIC Educational Resources Information Center

    San Mateo County Office of Education, Redwood City, CA. Career Preparation Centers.

    This third of sixteen sets of Adult Competency Education (ACE) Based Job Descriptions in the ACE kit contains job descriptions for Body Fender Mechanic and New Car Get-Ready Person. Each begins with a fact sheet that includes this information: occupational title, D.O.T. code, ACE number, career ladder, D.O.T. general educational developmental…

  14. Report: Environmental Job Training Program Implemented Well, But Focus Needed on Possible Duplication With Other EPA Programs

    EPA Pesticide Factsheets

    Report #12-P-0843, September 21, 2012. EPA effectively established and adhered to competitive criteria that resulted in the selection of job training proposals that addressed the broad goals of the Environmental Job Training program.

  15. 34 CFR 361.32 - Use of profitmaking organizations for on-the-job training in connection with selected projects.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... on-the-job training in connection with selected projects. The State plan must assure that the... purpose of providing, as vocational rehabilitation services, on-the-job training and related programs for... 34 Education 2 2010-07-01 2010-07-01 false Use of profitmaking organizations for on-the-job...

  16. Relationships Between Design Characteristics of Avionics Subsystems and Training Cost, Training Difficulty, and Job Performance. Final Report, Covering Activity from 1 July 1971 Through 1 September 1972.

    ERIC Educational Resources Information Center

    Lintz, Larry M.; And Others

    A study investigated the relationship between avionics subsystem design characteristics and training time, training cost, and job performance. A list of design variables believed to affect training and job performance was established and supplemented with personnel variables, including aptitude test scores and the amount of training and…

  17. MO-DE-BRA-04: The CREATE Medical Physics Research Training Network: Training of New Generation Innovators

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Seuntjens, J; Collins, L; Devic, S

    Purpose: Over the past century, physicists have played a major role in transforming scientific discovery into everyday clinical applications. However, with the increasingly stringent requirements to regulate medical physics as a health profession, the role of physicists as scientists and innovators has become at serious risk of erosion. These challenges trigger the need for a new, revolutionized training program at the graduate level that respects scientific rigor, attention for medical physics-relevant developments in basic sciences, innovation and entrepreneurship. Methods: A grant proposal was funded by the Collaborative REsearch and Training Experience program (CREATE) of the Natural Sciences and Engineering Researchmore » Council (NSERC) of Canada. This enabled the creation of the Medical Physics Research Training Network (MPRTN) around two CAMPEP-accredited medical physics programs. Members of the network consist of medical device companies, government (research and regulatory) and academia. The MPRTN/CREATE program proposes a curriculum with three main themes: (1) radiation physics, (2) imaging & image processing and (3) radiation response, outcomes and modeling. Results: The MPRTN was created mid 2013 (mprtn.com) and features (1) four new basic Ph.D. courses; (2) industry participation in research projects; (3) formal job-readiness training with involvement of guest faculty from academia, government and industry. MPRTN activities since 2013 include 22 conferences; 7 workshops and 4 exchange travels. Three patents were filed or issued, nine awards/best papers were won. Fifteen journal publications were accepted/published, 102 conference abstracts. There are now 13 industry partners. Conclusion: A medical physics research training network has been set up with the goal to harness graduate student’s job-readiness for industry, government and academia in addition to the conventional clinical role. Two years after inception, significant successes have been

  18. A Statewide Train-the-Trainer Model for Effective Entrepreneurship and Workforce Readiness Programming

    ERIC Educational Resources Information Center

    Fields, Nia Imani; Brown, Mananmi; Piechocinski, Alganesh; Wells, Kendra

    2012-01-01

    A statewide youth and adult train-the-trainer model that integrates workforce readiness and entrepreneurship can have a profound effect on young people's academic performance, interest in college, and overall youth development. Participants in workforce and entrepreneurship programs develop personal resources that have value in school, in the…

  19. Relating Training to Job Satisfaction: A Survey of Online Faculty Members

    ERIC Educational Resources Information Center

    Hoekstra, Brian

    2013-01-01

    As the online education market continues to mature, institutions of higher education will respond to student demand by employing quality faculty members. Faculty members need unique training to successfully teach online. While the effect of training on job satisfaction has been investigated in the realm of business, it has not been tested…

  20. 25 CFR 26.10 - When will I find out if I have been selected for Job Placement and Training assistance?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM General Applicability § 26.10 When will I find out if I have been selected for Job Placement and Training assistance? (a) Your servicing office will notify you in writing within 30 calendar days once it receives a completed job training application...

  1. Does psychosocial competency training for junior physicians working in pediatric medicine improve individual skills and perceived job stress.

    PubMed

    Bernburg, Monika; Baresi, Lisa; Groneberg, David; Mache, Stefanie

    2016-12-01

    Pediatricians' job performance, work engagement, and job satisfaction are essential for both the individual physician and quality of care for their little patients and parents. Therefore, it is important to maintain or possibly augment pediatricians' individual and professional competencies. In this study, we developed and implemented a psychosocial competency training (PCT) teaching different psychosocial competencies and stress coping techniques. We investigated (1) the influence of the PCT on work-related characteristics: stress perception, work engagement, job satisfaction and (2) explored pediatricians' outcomes and satisfaction with PCT. Fifty-four junior physicians working in pediatric hospital departments participated in the training and were randomized in an intervention (n = 26) or a control group (n = 28). In the beginning, at follow-up 1 and 2, both groups answered a self-rated questionnaire on perceived training outcomes and work-related factors. The intervention group showed that their job satisfaction significantly increased while perceived stress scores decreased after taking part in the PCT. No substantial changes were observed with regard to pediatricians' work engagement. Participating physicians evaluated PCT with high scores for training design, content, received outcome, and overall satisfaction with the training. Professional psychosocial competency training could improve junior pediatricians' professional skills, reduce stress perception, increase their job satisfaction, and psychosocial skills. In addition, this study indicates that the PCT is beneficial to be implemented as a group training program for junior pediatricians at work. What is Known: • Junior pediatricians often report experiencing high levels of job strain and little supervisory support. • High levels of job demands make pediatricians vulnerable for mental health problems and decreased work ability. What is New: • Development, implementation, and evaluation of a

  2. A Suggested Set of Job and Task Sheets for Machine Shop Training.

    ERIC Educational Resources Information Center

    Texas A and M Univ., College Station. Vocational Instructional Services.

    This set of job and task sheets consists of three multi-part jobs that are adaptable for use in regular vocational industrial education programs for training machinists and machine shop operators. After completing the sheets included in this volume, students should be able to construct a planer jack, a radius cutter, and a surface gage. Each job…

  3. 25 CFR 26.22 - May a tribe integrate Job Placement and Training funds into its Public Law 102-477 Plan?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 false May a tribe integrate Job Placement and Training funds... THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM General Applicability § 26.22 May a tribe integrate Job Placement and Training funds into its Public Law 102-477 Plan? Yes, Indian tribes...

  4. Administrative Training: What Really Prepares Administrators for the Job?

    ERIC Educational Resources Information Center

    Kraus, Christine M.

    This paper describes part of a study (Kraus 1996) involving 25 school administrators who attended one of five administrator preparation programs at four New England universities. The study addressed research questions regarding perceptions of administrators' job preparedness and how components of formal training programs (i.e., internships,…

  5. Jobs and Employment Sourcebook. Basic Information about Employment Trends, Job Search Preparation, Legal Rights of Employees and Job Applicants, Balancing Work and Household Obligations, Vocational Education and Job Training, and Self-Employment Opportunities. Personal Concerns Series, Volume 1.

    ERIC Educational Resources Information Center

    Gough, Jeanne A., Ed.

    This book, which is designed for the general reader who is planning to enter the job market or contemplating a career change, contains basic information about the jobs and the employment outlook; finding a job; employer and employee rights and obligations; balancing home and work; education and training; and self-employment, small business and…

  6. Measuring the usefulness of family planning job aids following distribution at training workshops.

    PubMed

    Tumlinson, Katherine; Hubacher, David; Wesson, Jennifer; Lasway, Christine

    2010-09-01

    A job aid is a tool, such as a flowchart or checklist, that makes it easier for staff to carry out tasks by providing quick access to needed information. Many public health organizations are engaged in the production of job aids intended to improve adherence to important medical guidelines and protocols, particularly in resource-constrained countries. However, some evidence suggests that actual use of job aids remains low. One strategy for improving utilization is the introduction of job aids in training workshops. This paper summarizes the results of two separate evaluations conducted in Uganda and the Dominican Republic (DR) which measured the usefulness of a series of four family planning checklists 7-24 months after distribution in training workshops. While more than half of the health care providers used the checklists at least once, utilization rates were sub-optimal. However, the vast majority of those providers who utilized the checklists found them to be very useful in their work.

  7. A Measure of Maintenance Training/Qualification Readiness and Its Impact on Billet Life Cycle Coast.

    DTIC Science & Technology

    1983-09-01

    MAINTENANCE READINESS ESTIMATION---------------- 24 A. AVIATION TRAINING SUPPORT SYSTEM ---- 25 B. MAINTENANCE MATRIX UTILIZATION-------------- 27 C...nonexistent follow-on training programs. CRef. 13 The operation and maintenance o systems account for a major portion of system life cycle cost. Studies of... systems annual support costs show that manpower consistently consuwme over half of the funds appropriated for operation and maintenance of the system £Ref

  8. United States Army physical readiness training: rationale and evaluation of the physical training doctrine.

    PubMed

    Knapik, Joseph J; Rieger, William; Palkoska, Frank; Van Camp, Steven; Darakjy, Salima

    2009-07-01

    This paper reviews the rationale and evaluations of Physical Readiness Training (PRT), the new U.S. Army physical training doctrine designed to improve soldiers' physical capability for military operations. The purposes of PRT are to improve physical fitness, prevent injuries, progressively train soldiers, and develop soldiers' self-confidence and discipline. The PRT follows the principles of progressive overload, regularity, specificity, precision, variety, and balance. Specificity was achieved by examining the standard list of military (warrior) tasks and determining 1) the physical requirements, 2) the fitness components involved, and 3) the training activities that most likely could improve the military tasks. Injury-prevention features include reduced running mileage, exercise variety (cross-training), and gradual, progressive training. In 3 military field studies, the overall adjusted risk of injury was 1.5-1.8 times higher in groups of soldiers performing traditional military physical training programs when compared with groups using a PRT program. Scores on the Army Physical Fitness Test were similar or higher in groups using PRT programs. In an 8-week laboratory study comparing PRT with a weightlifting/running program, both programs resulted in major improvements in militarily relevant tasks (e.g., 3.2-km walk/run with 32-kg load, 400-m run with 18-kg load, 5- to 30-second rushes to and from prone position, 80-kg casualty drag, obstacle course). When compared with traditional military physical training programs, PRT consistently resulted in fewer injuries and in equal or greater improvements in fitness and military task performance.

  9. Project READDY: Real Employment Alternatives for Developmentally Disabled Youth. Job Training Manual.

    ERIC Educational Resources Information Center

    Berkell, Dianne E.; And Others

    The manual is intended to provide special educators, adult service providers, and parents with strategies for providing community based job training to youth with autism and other developmental disabilities. Section I deals with a variety of work sites appropriate for training young people with severe developmental disabilities. Information…

  10. Head Start Classrooms and Children's School Readiness Benefit from Teachers' Qualifications and Ongoing Training

    ERIC Educational Resources Information Center

    Son, Seung-Hee Claire; Kwon, Kyong-Ah; Jeon, Hyun-Joo; Hong, Soo-Young

    2013-01-01

    Background: Teacher qualifications have been emphasized as a basis of professional development to improve classroom practices for at-risk children's school readiness. However, teacher qualifications have often not been compared to another form of professional development, in-service training. Objective: The current study attempts to investigate…

  11. Army National Guard Personnel and Training Readiness in the Past Century: Contingencies and Continuities

    DTIC Science & Technology

    state executive and the militias commander-in-chief; the governor. This intrinsic dual control feature of our federal system of governance shapes the...ARNG’s values system and officer incentives structure, which in turn effects the prioritization of personnel and training readiness, and influences AC

  12. Structured On-the-Job Training: Unleashing Employee Experience in the Workplace. Second Edition.

    ERIC Educational Resources Information Center

    Jacobs, Ronald L.

    This book presents detailed guidelines for conducting structured on-the-job training (S-OJT), which is training based on the premise that OJT can be structured and planned so as to produce more predictable and reliable training outcomes. Together, the book's 15 chapters systematically examine the topics of meeting the demand for employee…

  13. On-the-Job Training of New Hires. ILR Reprints No. 668.

    ERIC Educational Resources Information Center

    Bishop, John H.

    A group of 2,594 employers identified as having hired a new employee prior to 1981 served as the population for a study of the provision and outcomes of on-the-job training of new employees. Respondents were asked how much time the new employees had spent on four types of training activities during their first 3 months of employment. A simple…

  14. Say 'trouble's gone': chronic illness and employability in job training programmes.

    PubMed

    Tsui, Emma K

    2013-01-01

    The concept of biographical disruption has unique relevance for socioeconomically disadvantaged groups who participate in entry-level job training programmes. In these programmes trainees often suffer from various forms of chronic illness and must arrange these illnesses into a picture of employability. In this article I use ethnographic data and narrative analysis to examine closely two trainees' illness-related experiences, expressions and talk, and find that their ability to present their illnesses in ways that are consistent with programmatic goals is strongly influenced by family support, responsibilities and roles, as well as particular aspects of illness, like the interpretability of symptoms. I also find that the concept of biographical disruption has a curious traction in the world of job training, particularly among job training programme staff who would like to see trainees mobilise a variety of resources to help manage their illness. However, for trainees, many of whom have lived with chronic illness for years, the concept of biographical disruption may be more limited as a tool for understanding the experiences of illness. A more meaningful disruptive force in the lives of trainees appears to be the programme itself and the strategies for dealing with illness that programme staff may extend. © 2012 The Author. Sociology of Health & Illness © 2012 Foundation for the Sociology of Health & Illness/Blackwell Publishing Ltd.

  15. Growing Prospects in Manitoba: Drug Equipment Spices Up Youth Job Training Program.

    ERIC Educational Resources Information Center

    Montague, Arthur

    2002-01-01

    A Winnipeg (Manitoba) school teacher started a nonprofit job skills training program for at-risk youth. Police donated equipment confiscated from marijuana cultivators to the program, which trains youth aged 15-29 in hydroponics, horticulture, and greenhouse operations. More than 75 percent of its graduates are employed in greenhouse or related…

  16. An Internship May Not Be Enough: Enhancing Bioscience Industry Job Readiness through Practicum Experiences.

    PubMed

    Cramer, Jason M; Hamilton, Paul T

    2017-04-01

    In contrast to the narrowing of options in academic careers, the bioscience industry offers robust employment opportunities for STEM-trained workers, especially those who display both scientific and business talent. Unfortunately, traditional science programs typically lack curricular features that develop this type of worker. The North Carolina State University Master of Microbial Biotechnology (MMB) program facilitates industry-specific experiential learning to fill this training gap. Similar programs often rely on a single industry internship to provide students relevant work experience, but completion of one internship might not suffice to position students for employment in a highly competitive job market. The MMB program requires students to complete an internship and three practicum projects in an industry setting, to promote development of key skills in a variety of areas, to build confidence in the ability to perform initial job duties, and to establish a more extensive work history in industry. In this Perspective we discuss an unmet need in undergraduate and graduate STEM education that can be filled by incorporating a similar set of industry-specific work experiences for students who desire to transition from academe into the life science industry.

  17. 38 CFR 21.4262 - Other training on-the-job courses.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2010-07-01 2010-07-01 false Other training on-the-job courses. 21.4262 Section 21.4262 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS AFFAIRS (CONTINUED) VOCATIONAL REHABILITATION AND EDUCATION Administration of Educational Assistance Programs Courses...

  18. A Comparison of Training Experience, Training Satisfaction, and Job Search Experiences between Integrated Vascular Surgery Residency and Traditional Vascular Surgery Fellowship Graduates.

    PubMed

    Colvard, Benjamin; Shames, Murray; Schanzer, Andres; Rectenwald, John; Chaer, Rabih; Lee, Jason T

    2015-10-01

    The first 2 integrated vascular residents in the United States graduated in 2012, and in 2013, 11 more entered the job market. The purpose of this study was to compare the job search experiences of the first cohort of integrated 0 + 5 graduates to their counterparts completing traditional 5 + 2 fellowship programs. An anonymous, Web-based, 15-question survey was sent to all 11 graduating integrated residents in 2013 and to the 25 corresponding 5 + 2 graduating fellows within the same institution. Questions focused on the following domains: training experience, job search timelines and outcomes, and overall satisfaction with each training paradigm. Survey response was nearly 81% for the 0 + 5 graduates and 64% for the 5 + 2 graduates. Overall, there was no significant difference between residents and fellows in the operative experience obtained as measured by the number of open and endovascular cases logged. Dedicated research time during the entire training period was similar between residents and fellows. Nearly all graduates were extremely satisfied with their training and had positive experiences during their job searches with respect to starting salaries, numbers of offers, and desired practice type. More 0 + 5 residents chose academic and mixed practices over private practices compared with 5 + 2 fellowship graduates. Although longer term data are needed to understand the impact of the addition of 0 + 5 graduating residents to the vascular surgery work force, preliminary survey results suggest that both training paradigms (0 + 5 and 5 + 2) provide positive training experiences that result in excellent job search experiences. Based on the current and future need for vascular surgeons in the work force, the continued growth and expansion of integrated 0 + 5 vascular surgery residency positions as an alternative to traditional fellowship training is thus far justified. Copyright © 2015 Elsevier Inc. All rights reserved.

  19. Comprehensive Erosion and Sediment Control Training Program for Job Superintendents and Inspectors.

    ERIC Educational Resources Information Center

    Porter, Harry L., Jr.

    One of two training program texts built around the Virginia Erosion and Sediment Control Law and Program, this guide presents a program designed to meet the needs of job superintendents and inspectors. (The other guide, containing a program for engineers, architects, and planners, was designed to train professional people who need engineering and…

  20. Rebuilding Job Training from the Ground Up: Workforce System Reform After 9/11.

    ERIC Educational Resources Information Center

    Fischer, David Jason; Kleiman, Neil Scott

    Since September 11, 2001, New York City (NYC) has lost over 130,000 jobs, unemployment in the boroughs is around 9% and unemployment benefits have run out for many. NYC has long neglected workforce development, viewing it as a social service to distribute federal funds and train entry workers for dead-end jobs. To create a workforce system from…

  1. Utilizing Cross-Cultural Curricula To Improve Interpersonal Job Skills Training.

    ERIC Educational Resources Information Center

    Barker, Shirl A.

    2002-01-01

    An experimental group of 65 secondary vocational students received cross-cultural training focused on interpersonal communication and job skills. Compered with 65 controls, the experimental group had significantly better interpersonal skills. Differences in terms of gender, ethnicity, and rural/urban location were found. (Contains 18 references.)…

  2. A systematic review of job-specific workers' health surveillance activities for fire-fighting, ambulance, police and military personnel.

    PubMed

    Plat, M J; Frings-Dresen, M H W; Sluiter, J K

    2011-12-01

    Some occupations have tasks and activities that require monitoring safety and health aspects of the job; examples of such occupations are emergency services personnel and military personnel. The two objectives of this systematic review were to describe (1) the existing job-specific workers' health surveillance (WHS) activities and (2) the effectiveness of job-specific WHS interventions with respect to work functioning, for selected jobs. The search strategy systematically searched the PubMed, PsycINFO and OSH-update databases. The search strategy consisted of several synonyms of the job titles of interest, combined with synonyms for workers' health surveillance. The methodological quality was checked. At least one study was found for each of the following occupations fire fighters, ambulance personnel, police personnel and military personnel. For the first objective, 24 studies described several job-specific WHS activities aimed at aspects of psychological, 'physical' (energetic, biomechanical and balance), sense-related, environmental exposure or cardiovascular requirements. The seven studies found for the second objective measured different outcomes related to work functioning. The methodological quality of the interventions varied, but with the exception of one study, all scored over 55% of the maximum score. Six studies showed effectiveness on at least some of the defined outcomes. The studies described several job-specific interventions: a trauma resilience training, healthy lifestyle promotion, physical readiness training, respiratory muscle training, endurance and resistance training, a physical exercise programme and comparing vaccines. Several examples of job-specific WHS activities were found for the four occupations. Compared to studies focusing on physical tasks, a few studies were found that focus on psychological tasks. Effectiveness studies for job-specific WHS interventions were scarce, although their results were promising. We recommend studying

  3. Fast Start: Training Better Teachers Faster, with Focus, Practice and Feedback

    ERIC Educational Resources Information Center

    Menzes, Ana; Maier, Adam

    2014-01-01

    The field of teacher preparation is falling short of its most important responsibility: ensuring that the teachers we train are ready to do the job. For more than a decade,TNTP preparation programs produced teachers who were no more or less effective than teachers from any other program-- some were great, some were poor, most were about average.…

  4. The Effect of Training on Productivity: The Transfer of On-the-Job Training from the Perspective of Economics

    ERIC Educational Resources Information Center

    De Grip, Andries; Sauermann, Jan

    2013-01-01

    Although the transfer of on-the-job training to the workplace belongs to the realm of educational research, it is also highly related to labour economics. In the economic literature, the transfer of training is based on the theoretical framework of human capital theory and has been extensively analysed empirically in econometric studies that take…

  5. It Comes With the Job: Work Organizational, Job Design, and Self-Regulatory Barriers to Improving the Health Status of Train Drivers.

    PubMed

    Naweed, Anjum; Chapman, Janine; Allan, Matthew; Trigg, Joshua

    2017-03-01

    This study aimed to examine the impacts of key barriers to improving the occupational health status of Australian train drivers. From May to June, 2015, five semi-structured qualitative focus groups were conducted with 29 train drivers from South Australian, Victorian, and New South Wales-based rail organizations in Australia. Occupational health was impeded by multiple barriers regarding sleep (patterns/fatigue), diet (planning/context), mental health (occupational stress), rostering (low autonomy), sedentary time, low fitness motivation, and family/social life conflicts. Work organizational barriers included communication issues, low organizational support, and existing social norms. Job design barriers included rostering, fatigue, stimulant reliance, and family/social life imbalances. Self-regulatory barriers included dietary and exercise patterns habits and patterns. Occupational health interventions for Australian train drivers must address work organizational, job design, and self-regulatory barriers to healthier lifestyle behaviors.

  6. Competency-based on-the-job training for aviation maintenance and inspection--a human factors approach.

    PubMed

    Walter, D

    2000-08-01

    More than 90% of the critical skills that an aviation maintenance technician uses are acquired through on-the-job training (OJT). Yet many aviation maintenance technicians rely on a 'degenerating buddy system', 'follow Joe around', or unstructured approach to OJT. Many aspects of the aviation maintenance environment point to the need for a structured OJT program, but perhaps the most significant is the practice of job bidding which can create rapid turnover of technicians. The task analytic training system (TATS), a model for developing team-driven structured OJT was developed by the author, and first introduced in Boeing Commercial Airplane Group to provide competency-based OJT for aviation maintenance and inspection personnel. The goal of the model was not only to provide a comprehensive, highly structured training system that could be applied to any maintenance and inspection task, but also to improve team coordination, attitude and morale. The first goal was accomplished by following the systems eight-step process, the latter through incorporating human factors principles such as decision making, communication, team building and conflict resolution into the process itself. In general, the process helps to instill mutual respect and trust, enhance goal-directed behavior, strengthen technicians' self-esteem and responsiveness to new ideas and encourage technicians to make worthwhile contributions. The theoretical background of the model is addressed by illustrating how the proven training methodologies of job task analysis and job instruction training are blended with human factors principles resulting in a unique team-driven approach to training. The paper discusses major elements of the model including needs identification, outlining targeted jobs, writing and verifying training procedures, an approval system, sequencing of training, certifying trainers, implementing, employing tracking mechanisms, evaluating, and establishing a maintenance/audit plan

  7. National Collegiate Athletic Association Division and Primary Job Title of Athletic Trainers and Their Job Satisfaction or Intention to Leave Athletic Training

    PubMed Central

    Terranova, Aaron B.; Henning, Jolene M.

    2011-01-01

    Context: Membership in the National Athletic Trainers' Association (NATA) has declined in recent years, generating much debate about professional commitment. Objective: To compare the contributing factors of job satisfaction and intention to leave athletic training of certified athletic trainers (ATs) employed in National Collegiate Athletic Association (NCAA) institutions. Design: Cross-sectional study. Setting: A link to a Web-based questionnaire containing the Spector Job Satisfaction Survey (JSS) and an original Intention to Leave Survey (ITLS) was distributed by e-mail to 1003 certified members of the National Athletic Trainers' Association. Patients or Other Participants: A total of 191 certified members of the NATA employed in a college or university setting in a primarily clinical capacity; representing all NCAA divisions; and having the job title of head athletic trainer, associate/assistant athletic trainer, or graduate assistant/intern athletic trainer. Main Outcome Measure(s): We used separate 3 × 3 factorial analyses of variance to compare the mean scores of each JSS subscale and of the ITLS with NCAA division and job title. A stepwise multiple regression was used to determine the strength of the relationships between the JSS subscales and the ITLS. Results: We found differences for job title in the subscales of Fringe Benefits (F2,182 = 7.82, P = .001) and Operating Conditions (F2,182 = 12.01, P < .001). The JSS subscale Nature of Work was the greatest indicator of intention to leave (β = −0.45). Conclusions: We found a strong negative correlation between various facets of job satisfaction and intention to leave athletic training. The NCAA division seemed to have no effect on an individual's job satisfaction or intention to leave the profession. In addition, only Fringe Benefits and Operating Conditions seemed to be affected by job title. The ATs had similar levels of job satisfaction regardless of NCAA division, and their job titles were not a

  8. Virtual reality job interview training and 6-month employment outcomes for individuals with schizophrenia seeking employment.

    PubMed

    Smith, Matthew J; Fleming, Michael F; Wright, Michael A; Roberts, Andrea G; Humm, Laura Boteler; Olsen, Dale; Bell, Morris D

    2015-08-01

    Individuals with schizophrenia have low employment rates and the job interview presents a critical barrier for them to obtain employment. Virtual reality training has demonstrated efficacy at improving interview skills and employment outcomes among multiple clinical populations. However, the effects of this training on individuals with schizophrenia are unknown. This study evaluated the efficacy of virtual reality job interview training (VR-JIT) at improving job interview skills and employment outcomes among individuals with schizophrenia in a small randomized controlled trial (n=21 VR-JIT trainees, n=11 waitlist controls). Trainees completed up to 10h of virtual interviews using VR-JIT, while controls received services as usual. Primary outcome measures included two pre-test and two post-test video-recorded role-play interviews scored by blinded raters with expertise in human resources and self-reported interviewing self-confidence. Six-month follow-up data on employment outcomes were collected. Trainees reported that the intervention was easy-to-use, helpful, and prepared them for future interviews. Trainees demonstrated increased role-play scores between pre-test and post-test while controls did not (p=0.001). After accounting for neurocognition and months since prior employment, trainees had greater odds of receiving a job offer by 6month follow-up compared to controls (OR: 8.73, p=0.04) and more training was associated with fewer weeks until receiving a job offer (r=-0.63, p<0.001). Results suggest that VR-JIT is acceptable to trainees and may be efficacious for improving job interview skills in individuals with schizophrenia. Moreover, trainees had greater odds of receiving a job offer by 6-month follow-up. Future studies could evaluate the effectiveness of VR-JIT within community-based services. Copyright © 2015 Elsevier B.V. All rights reserved.

  9. 45 CFR 287.120 - What work activities may be provided under the NEW Program?

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... employment services, job retention services, unsubsidized employment, subsidized public or private sector..., alternative education, post secondary education, job readiness activity, job search, job skills training, training and employment activities, job development and placement, on-the-job training (OJT), employer work...

  10. Job Training and Education of Disconnected Young Adults in New Orleans: Preliminary Analysis of Federal Funding Streams

    ERIC Educational Resources Information Center

    Finance Project, 2012

    2012-01-01

    Baptist Community Ministries asked The Finance Project to examine the expenditure of federal funds for job training and education of New Orleans' disconnected young adults (i.e., persons between ages 16 and 24 who are not in school or work). Four major sources of federal funding for job training and education of this population are available: the…

  11. An Evaluation Of Holograms In Training And As Job Performance Aids

    NASA Astrophysics Data System (ADS)

    Frey, Allan H.

    1986-08-01

    Experimentation was carried out to evaluate holograms for use in training and as job aids. Holograms were compared against line drawings and photographs as methods of presenting visual information needed to accomplish a number of tasks. The dependent variables were assembly speed and assembly errors with people unstressed, assembly speed and assembly errors with people stressed, the percentage of discovered errors in assemblies, the number of correct assemblies misidentified as erroneous, and information extraction. Holograms generally were as good as or better visual aids than either photographs or line drawings. The use of holograms tends to reduce errors rather than speed assembly time in the assembly tasks used in these experiments. They also enhance the discovery of errors when the subject is attempting to locate assembly errors in a construction. The results of this experimentation suggest that serious consideration should be given to the use of holography in the development of job aids and in training. Besides these advantages for job aids, other advantages we found are that when page formated information is stored in man-readable holograms they are still useable when scratched or damaged even when similarly damaged microfilm is unuseable. Holography can also be used to store man and machine readable data simultaneously. Such storage would provide simplified backup in the event of machine failure, and it would permit the development of compatible machine and manual systems for job aid applications.

  12. The 2025 Big "G" Geriatrician: Defining Job Roles to Guide Fellowship Training.

    PubMed

    Simpson, Deborah; Leipzig, Rosanne M; Sauvigné, Karen

    2017-10-01

    Changes in health care that are already in progress, including value- and population-based care, use of new technologies for care, big data and machine learning, and the patient as consumer and decision maker, will determine the job description for geriatricians practicing in 2025. Informed by these future certainties, 115 geriatrics educators attending the 2016 Donald W. Reynolds Foundation Annual meeting identified five 2025 geriatrician job roles: complexivist; consultant; health system leader and innovator; functional preventionist; and educator for big "G" and little "g" providers. By identifying these job roles, geriatrics fellowship training can be preemptively redesigned. © 2017, Copyright the Authors Journal compilation © 2017, The American Geriatrics Society.

  13. Improving community health worker use of malaria rapid diagnostic tests in Zambia: package instructions, job aid and job aid-plus-training

    PubMed Central

    Harvey, Steven A; Jennings, Larissa; Chinyama, Masela; Masaninga, Fred; Mulholland, Kurt; Bell, David R

    2008-01-01

    Background Introduction of artemisinin combination therapy (ACT) has boosted interest in parasite-based malaria diagnosis, leading to increased use of rapid diagnostic tests (RDTs), particularly in rural settings where microscopy is limited. With donor support, national malaria control programmes are now procuring large quantities of RDTs. The scarcity of health facilities and trained personnel in many sub-Saharan African countries means that limiting RDT use to such facilities would exclude a significant proportion of febrile cases. RDT use by volunteer community health workers (CHWs) is one alternative, but most sub-Saharan African countries prohibit CHWs from handling blood, and little is known about CHW ability to use RDTs safely and effectively. This Zambia-based study was designed to determine: (i) whether Zambian CHWs could prepare and interpret RDTs accurately and safely using manufacturer's instructions alone; (ii) whether simple, mostly pictorial instructions (a "job aid") could raise performance to adequate levels; and (iii) whether a brief training programme would produce further improvement. Methods The job aid and training programme were based on formative research with 32 CHWs in Luangwa District. The study team then recruited three groups of CHWs in Chongwe and Chibombo districts. All had experience treating malaria based on clinical diagnosis, but only six had prior RDT experience. Trained observers used structured observation checklists to score each participant's preparation of three RDTs. Each also read 10 photographs showing different test results. The first group (n = 32) was guided only by manufacturer's instructions. The second (n = 21) used only the job aid. The last (n = 26) used the job aid after receiving a three-hour training. Results Mean scores, adjusted for education, age, gender and experience, were 57% of 16 RDT steps correctly completed for group 1, 80% for group 2, and 92% for group 3. Mean percentage of test results interpreted

  14. Improving community health worker use of malaria rapid diagnostic tests in Zambia: package instructions, job aid and job aid-plus-training.

    PubMed

    Harvey, Steven A; Jennings, Larissa; Chinyama, Masela; Masaninga, Fred; Mulholland, Kurt; Bell, David R

    2008-08-22

    Introduction of artemisinin combination therapy (ACT) has boosted interest in parasite-based malaria diagnosis, leading to increased use of rapid diagnostic tests (RDTs), particularly in rural settings where microscopy is limited. With donor support, national malaria control programmes are now procuring large quantities of RDTs. The scarcity of health facilities and trained personnel in many sub-Saharan African countries means that limiting RDT use to such facilities would exclude a significant proportion of febrile cases. RDT use by volunteer community health workers (CHWs) is one alternative, but most sub-Saharan African countries prohibit CHWs from handling blood, and little is known about CHW ability to use RDTs safely and effectively. This Zambia-based study was designed to determine: (i) whether Zambian CHWs could prepare and interpret RDTs accurately and safely using manufacturer's instructions alone; (ii) whether simple, mostly pictorial instructions (a "job aid") could raise performance to adequate levels; and (iii) whether a brief training programme would produce further improvement. The job aid and training programme were based on formative research with 32 CHWs in Luangwa District. The study team then recruited three groups of CHWs in Chongwe and Chibombo districts. All had experience treating malaria based on clinical diagnosis, but only six had prior RDT experience. Trained observers used structured observation checklists to score each participant's preparation of three RDTs. Each also read 10 photographs showing different test results. The first group (n = 32) was guided only by manufacturer's instructions. The second (n = 21) used only the job aid. The last (n = 26) used the job aid after receiving a three-hour training. Mean scores, adjusted for education, age, gender and experience, were 57% of 16 RDT steps correctly completed for group 1, 80% for group 2, and 92% for group 3. Mean percentage of test results interpreted correctly were 54% (group 1

  15. It's My Job: Job Descriptions for Over 30 Camp Jobs.

    ERIC Educational Resources Information Center

    Klein, Edie

    This book was created to assist youth-camp directors define their camp jobs to improve employee performance assessment, training, and hiring. The book, aimed at clarifying issues in fair-hiring practices required by the 1990 Americans with Disabilities Act (ADA), includes the descriptions of 31 jobs. Each description includes the job's minimum…

  16. Associations between state regulations, training length, perceived quality and job satisfaction among certified nursing assistants: cross-sectional secondary data analysis.

    PubMed

    Han, Kihye; Trinkoff, Alison M; Storr, Carla L; Lerner, Nancy; Johantgen, Meg; Gartrell, Kyungsook

    2014-08-01

    In the U.S., there are federal requirements on how much training and annual continuing education a certified nursing assistant must complete in order to be certified. The requirements are designed to enable them to provide competent and quality care to nursing home residents. Many states also require additional training and continuing education hours as improved nursing home quality indicators have been found to be related to increased training. This study investigated the associations among state level regulations, initial training quality and focus, and job satisfaction in certified nursing assistants. Cross-sectional secondary data analysis. This study used the National Nursing Home Survey and National Nursing Assistant Survey as well as data on state regulations of certified nursing assistant training. 2897 certified nursing assistants in 580 nursing homes who were currently working at a nursing home facility, who represented 680,846 certified nursing assistants in US. State regulations were related to initial training and job satisfaction among certified nursing assistants using chi square tests and binomial logistic regression models. Analyses were conducted using SAS-callable SUDAAN to correct for complex sampling design effects in the National Nursing Home Survey and National Nursing Assistant Survey. Models were adjusted for personal and facility characteristics. Certified nursing assistants reporting high quality training were more likely to work in states requiring additional initial training hours (p=0.02) and were more satisfied with their jobs (OR=1.51, 95% CI=1.09-2.09) than those with low quality training. In addition, those with more training focused on work life skills were 91% more satisfied (OR=1.91, 95% CI=1.41-2.58) whereas no relationship was found between training focused on basic care skills and job satisfaction (OR=1.36, 95% CI=0.99-1.84). Certified nursing assistants with additional initial training were more likely to report that their

  17. The Job Training Partnership Act and Computer-Assisted Instruction. Research Report 88-13.

    ERIC Educational Resources Information Center

    Education Turnkey Systems, Inc., Falls Church, VA.

    A study sought to (1) determine the current and potential instructional application of computers in Job Training Partnership Act (JTPA) Titles II, III, and IV programs; and (2) present policy options that would increase the effective use of this technology in employment and training programs. Research methodology involved conducting an assessment…

  18. Project 2000. Job and Training Opportunities for Minorities and Women.

    ERIC Educational Resources Information Center

    Equal Employment Opportunity Commission, Washington, DC.

    This study provides legislators, educators, community organizations, training program specialists, and civil rights groups with data on the position of minorities and women in the work force. Part I considers where the jobs are in terms of designated high growth, high technology, and high loss occupations in the next decade. Chapter One discusses…

  19. Value of Job Experience to Teaching Effectiveness of Technical Training Instructors.

    ERIC Educational Resources Information Center

    Askren, William B.; Valentine, Robert I.

    Air Force technical training instructors with and without field job experience were compared regarding teaching effectiveness. Student grades, written critiques, and supervisor ratings were used to measure effectiveness. Results indicated significant differences between instructors on student overall course grades and critiques. However, an…

  20. The Job Training Partnership Act. Potential for Program Improvements but National Job Training Strategy Needed. Testimony before the Subcommittee on Employment, Housing, and Aviation, Committee on Government Operations, House of Representatives.

    ERIC Educational Resources Information Center

    Crawford, Clarence C.

    This report records the testimony presented by Clarence C. Crawford, Associate Director, Education and Employment Issues, Human Resources, of the General Accounting Office, on the effectiveness of Title IIA of the Job Training Partnership Act (JTPA) in meeting the employment and training needs of economically disadvantaged adults and youth. His…

  1. It Is Not Just a Matter of Having the Time: Job-Related Training Participation of Hong Kong Employees

    ERIC Educational Resources Information Center

    Tam, May Yeuk-Mui

    2014-01-01

    Participation in job-related training as part and parcel of lifelong learning is widely advocated. While many empirical research about job-related training of employees are about advanced western economies, little is known about advanced Asian economies. To fill this void in the literature, this study applies the human capital, institutional and…

  2. 20 CFR 670.510 - Are Job Corps center operators responsible for providing all vocational training?

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 20 Employees' Benefits 4 2014-04-01 2014-04-01 false Are Job Corps center operators responsible for providing all vocational training? 670.510 Section 670.510 Employees' Benefits EMPLOYMENT AND... INVESTMENT ACT Program Activities and Center Operations § 670.510 Are Job Corps center operators responsible...

  3. 20 CFR 670.510 - Are Job Corps center operators responsible for providing all vocational training?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false Are Job Corps center operators responsible for providing all vocational training? 670.510 Section 670.510 Employees' Benefits EMPLOYMENT AND... Program Activities and Center Operations § 670.510 Are Job Corps center operators responsible for...

  4. Are peer specialists happy on the job?

    PubMed

    Jenkins, Sarah; Chenneville, Tiffany; Salnaitis, Christina

    2018-03-01

    This study was designed to examine the impact of role clarity and job training on job satisfaction among peer specialists. A 3-part survey assessing job training, job satisfaction, and role clarity was administered online to 195 peer specialists who are members of the International Association of Peer Specialists. Data was analyzed using descriptive statistics, correlational analyses to include multiple linear regressions and analysis of variance. Self-study and online training methods were negatively correlated with job satisfaction while job shadowing was positively correlated with job satisfaction. Role clarity was positively correlated with job satisfaction and job training satisfaction as well as job shadowing and one-on-one training. The use of self-study and online training for peer specialists is contraindicated by current findings, which suggest the need to utilize job shadowing or training methods that allow for personal interaction between peer specialists and their colleagues. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

  5. Beyond Job Training: Rural Economic Development and the Two-Year College.

    ERIC Educational Resources Information Center

    Banks, Thomas A.

    1990-01-01

    Argues that rural two-year colleges must go beyond traditional job training programs for business/industry to have a decisive impact on local economic development. Presents a comprehensive economic development model, including human capital development; economic development awareness; and business, special group, infrastructure, and agricultural…

  6. The Nature of Automated Jobs and Their Educational and Training Requirements.

    ERIC Educational Resources Information Center

    Fine, S.A.

    Objective information concerning the impact of automation on educational and training requirements was obtained for 132 employees engaged in electron tube, computer, and steel manufacturing processes through management questionnaire responses, analysis of job functions, and employer interviews before and after the introduction of automation. The…

  7. Civil Military Programs. Stronger Oversight of the Innovative Readiness Training Program Needed for Better Compliance. Report to Congressional Committees.

    ERIC Educational Resources Information Center

    General Accounting Office, Washington, DC. National Security and International Affairs Div.

    A study reviewed the U.S. Department of Defense's (DOD) training projects that support nondefense activity under its Innovative Readiness Training (IRT) Program. The report examines the following: extent, nature, and cost of civil military projects; consistency of DOD's guidance on the IRT Program with statutory requirements; conformity of…

  8. Taking the Bite Out of Dental Readiness: Assessing Readiness in the National Guard and the Reserves

    DTIC Science & Technology

    2009-04-01

    around the world.2 High medical readiness of our forces helps prevent unexpected medical or dental emergencies during training and operational deployments...share of untimely dental emergencies both during training and actual deployments. Seven percent of medical evacuations from US Navy ships and submarines...General for Dental Services, units are required to be ready to deploy. If a reserve airman fails to have the required DFC 3 treatment completed , it

  9. Monetary incentives to reinforce engagement and achievement in a job-skills training program for homeless, unemployed adults.

    PubMed

    Koffarnus, Mikhail N; Wong, Conrad J; Fingerhood, Michael; Svikis, Dace S; Bigelow, George E; Silverman, Kenneth

    2013-01-01

    The current study examined whether monetary incentives could increase engagement and achievement in a job-skills training program for unemployed, homeless, alcohol-dependent adults. Participants (n=124) were randomized to a no-reinforcement group (n=39), during which access to the training program was provided but no incentives were given; a training reinforcement group (n=42), during which incentives were contingent on attendance and performance; or an abstinence and training reinforcement group (n=43), during which incentives were contingent on attendance and performance, but access was granted only if participants demonstrated abstinence from alcohol. abstinence and training reinforcement and training reinforcement participants advanced further in training and attended more hours than no-reinforcement participants. Monetary incentives were effective in promoting engagement and achievement in a job-skills training program for individuals who often do not take advantage of training programs. © Society for the Experimental Analysis of Behavior.

  10. Using CODAP Job Analysis for the Development of Integrated Training Requirements for Three Army Civilian Career Fields.

    ERIC Educational Resources Information Center

    Fisher, Gerald P.; And Others

    A multiuse Comprehensive Occupational Data Analysis Program (CODAP) job analysis is being used to develop training requirements and selection criteria for three interrelated Army civilian logistics career fields. Individual job task lists for the 20 job series within the three career programs were developed. The lists were based on a review of…

  11. Revisiting the Complementarity between Education and Training--The Role of Job Tasks and Firm Effects

    ERIC Educational Resources Information Center

    Görlitz, Katja; Tamm, Marcus

    2016-01-01

    This paper addresses the question to what extent the strong positive correlation between education and training can be attributed to differences in individual-, job- and firm-specific characteristics. The novelty of this paper is to analyze previously unconsidered characteristics, in particular, job tasks and firm-fixed effects. The results show…

  12. Effect of job maintenance training program for employees with chronic disease - a randomized controlled trial on self-efficacy, job satisfaction, and fatigue.

    PubMed

    Varekamp, Inge; Verbeek, Jos H; de Boer, Angela; van Dijk, Frank J H

    2011-07-01

    Employees with a chronic physical condition may be hampered in job performance due to physical or cognitive limitations, pain, fatigue, psychosocial barriers, or because medical treatment interferes with work. This study investigates the effect of a group-training program aimed at job maintenance. Essential elements of the program are exploration of work-related problems, communication at the workplace, and the development and implementation of solutions. Participants with chronic physical diseases were randomly assigned to the intervention (N=64) or the control group (N=58). Participants were eligible for the study if they had a chronic physical disease, paid employment, experienced work-related problems, and were not on long-term 100% sick leave. Primary outcome measures were self-efficacy in solving work- and disease-related problems (14-70), job dissatisfaction (0-100), fatigue (20-140) and job maintenance measured at 4-, 8-, 12- and 24-month follow-up. We used GLM repeated measures for the analysis. After 24 months, loss to follow-up was 5.7% (7/122). Self-efficacy increased and fatigue decreased significantly more in the experimental than the control group [10 versus 4 points (P=0.000) and 19 versus 8 points (P=0.032), respectively]. Job satisfaction increased more in the experimental group but not significantly [6 versus 0 points (P=0.698)]. Job maintenance was 87% in the experimental and 91% in the control group, which was not a significant difference. Many participants in the control group also undertook actions to solve work-related problems. Empowerment training increases self-efficacy and helps to reduce fatigue complaints, which in the long term could lead to more job maintenance. Better understanding of ways to deal with work-related problems is needed to develop more efficient support for employees with a chronic disease.

  13. Integrated Training System for Air Force On-the-Job Training: Specification Development. Final Technical Paper.

    ERIC Educational Resources Information Center

    Carson, Stuart B.; And Others.

    The Air Force conducted this study for two purposes: (1) to define the system of Air Force On-the-Job Training (OJT); and (2) to prepare a set of functional specifications for an integrated, base-level OJT evaluation and management system with linkages to the Major Commands and Air Staff. The study was conducted in four phases. During the first…

  14. 77 FR 13206 - Protective Force Personnel Medical, Physical Readiness, Training, and Access Authorization Standards

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-03-06

    ...The Department of Energy (DOE or Department) proposes to revise the regulation governing the standards for medical, physical performance, training, and access authorizations for protective force (PF) personnel employed by contractors providing security services to the Department. The existing version of this regulation was promulgated in 1993 and substantial portions of the regulation date to the mid- 1980s. Since 1993 DOE policy has placed greater reliance upon technology, vehicular response, and increased firepower and, correspondingly, has reduced its reliance upon the ability of PF personnel to perform the running tasks required in the current regulation. Furthermore, this shift in emphasis has placed a greater premium upon the retention of mature, tactically experienced, and technically sophisticated personnel, particularly since these personnel represent a considerable investment by DOE in security background investigations and training. The proposed revisions bring DOE PF medical and physical readiness requirements in line with these tactical and organizational priorities. The proposed revisions reduce the exposure of the PF population to injuries related to physical readiness testing. They would create a PF readiness classification designed specifically to encourage the retention of experienced personnel. The revisions would further ensure that PF personnel would be evaluated on a case-by-case basis on their ability to perform the essential functions of their positions without posing a direct threat to themselves or site personnel, the facility, or the general public. The proposed revisions would further ensure that reasonable accommodations would be considered before a determination is made that an individual cannot perform the essential functions of a particular position. The proposed rule also would provide for new medical review processes for PF personnel disqualified from medical certification. The proposed rule would ensure that DOE PF medical and

  15. Customized Job Training for Business and Industry. New Directions for Community Colleges, Number 48.

    ERIC Educational Resources Information Center

    Kopecek, Robert J., Ed.; Clarke, Robert G., Ed.

    1984-01-01

    This sourcebook describes and analyzes contracted customized training for business and industry provided by community colleges. First, "Customized Job Training: Should Your Community College Be Involved?" by Robert J. Kopecek identifies issues to be considered in program decision making and suggests an organizational model for program delivery.…

  16. Cost and Information Effectiveness Analysis (CIEA): A Methodology for Evaluating a Training Device Operational Readiness Assessment Capability (DORAC).

    DTIC Science & Technology

    1981-02-01

    Report 528 COST AIND I*FO•?JidTH ?i EFFECT•• ES1BS ANALYSIS (CDEA): A METiBLOBU Y FOR EVALUATIN1G A TRAINING DEMCE OPERATMDN1AL MAEA3 ],SE 3SSESS$ iElT ...8217, N. Within a military setting, the uses of training devices in performance evaluation have generally mirrored civilian uses and primarily...Technical Report 528 COST AND INFORMATION EFFECTIVENESS ANALYSIS (CIEA): A METHODOLOGY FOR EVALUATING A TRAINING DEVICE OPERATIONAL READINESS

  17. 45 CFR 261.32 - How many hours must work-eligible individuals participate for the family to count in the...

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ...-the-job training; job search and job readiness assistance; community service programs; vocational educational training; and providing child care services to an individual who is participating in a community... participation: job skills training directly related to employment; education directly related to employment; and...

  18. The influence of family-supportive supervisor training on employee job performance and attitudes: An organizational work-family intervention.

    PubMed

    Odle-Dusseau, Heather N; Hammer, Leslie B; Crain, Tori L; Bodner, Todd E

    2016-07-01

    Training supervisors to increase their family-supportive supervisor behaviors (FSSB) has demonstrated significant benefits for employee physical health, job satisfaction, and turnover intentions among employees with high levels of family-to-work conflict in prior research in a grocery store context. We replicate and extend these results in a health care setting with additional important employee outcomes (i.e., employee engagement, organizational commitment, and supervisor ratings of job performance), and consider the role of the 4 dimensions underlying the FSSB. Using a quasi-experimental, pretest-posttest design, 143 health care employees completed surveys at 2 time periods approximately 10 months apart, along with their supervisors who provided ratings of employees' job performance. Between these surveys, we offered their supervisors FSSB training; 86 (71%) of these supervisors participated. Results demonstrated significant and beneficial indirect effects of FSSB training on changes in employee job performance, organizational commitment, engagement, job satisfaction, and turnover intentions through changes in employee perceptions of their supervisor's overall FSSBs. Further analyses suggest that these indirect effects are due primarily to changes in the creative work-family management dimension of FSSB. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  19. Increasing Integrated Workplace Social Interactions: The Effects of Job Modification, Natural Supports, Adaptive Communication Instruction, and Job Coach Training.

    ERIC Educational Resources Information Center

    Mautz, Denise; Storey, Keith; Certo, Nick

    2001-01-01

    A study involving an adult with severe mental retardation and other disabilities found that the addition of a communication device, job coach social facilitation training, and eliciting co-worker support for social integration increased the social interactions of the employee in a supported employment setting. (Contains references.) (CR)

  20. Job Requirements and Lifelong Learning for Older Workers. A National Vocational Education and Training Research and Evaluation Program Report

    ERIC Educational Resources Information Center

    Ryan, Chris; Sinning, Mathias

    2009-01-01

    The relationship between job requirements, individual skills and the participation of workers in further education and training, with an emphasis on older workers, is the focus of this report. It found that workers who reported that their jobs are demanding relative to their skills were more likely to participate in education and training.…

  1. Determinants of Paramedic Response Readiness for CBRNE Threats

    PubMed Central

    Jones, Alison; Smith, George; Nelson, Jenny; Agho, Kingsley; Taylor, Melanie; Raphael, Beverley

    2010-01-01

    Paramedics play a pivotal role in the response to major emergencies. Recent evidence indicates that their confidence and willingness to respond to chemical, biological, radiological, nuclear, and explosives-related (CBRNE) incidents differs from that relating to their “routine” emergency work. To further investigate the factors underpinning their readiness to respond to CBRNE incidents, paramedics in New South Wales (NSW), Australia, were asked to complete a validated online survey instrument. Univariate and multivariate analyses were performed to examine associated factors determining readiness. The sample of 663 respondents was weighted to reflect the NSW paramedic population as a whole. The univariate analysis indicated that gender, length of service, deployment concern, perceived personal resilience, CBRNE training, and incident experience were significantly associated with perceived CBRNE response readiness. In the initial multivariate analysis, significantly higher response readiness was associated with male gender, university education, and greater length of service (10-15 years). In the final multivariate model, the combined effect of training/incident experience negated the significant effects observed in the initial model and, importantly, showed that those with recent training reported higher readiness, irrespective of incident experience. Those with lower concern regarding CBRNE deployment and those with higher personal resilience were significantly more likely to report higher readiness (Adjusted Relative Risk [ARR] = 0.91, 95% CI: 0.84-0.99; ARR = 1.40, 95% CI: 1.11-1.72, respectively). These findings will assist emergency medical planners in recognizing occupational and dispositional factors associated with enhanced CBRNE readiness and highlight the important role of training in redressing potential readiness differences associated with these factors. PMID:20569060

  2. The Role of Training in Building Employee Commitment: The Mediating Effect of Job Satisfaction

    ERIC Educational Resources Information Center

    Ocen, Edward; Francis, Kasekende; Angundaru, Gladies

    2017-01-01

    Purpose: The purpose of this paper is to establish the role of training in building employee commitment and the task of job satisfaction in the association between training and employee commitment in the banking sector in Uganda. Design/methodology/approach: The authors used correlation, regression and MedGraph to investigate the hypotheses.…

  3. Using gaming simulation to evaluate bioterrorism and emergency readiness training.

    PubMed

    Olson, Debra K; Scheller, Amy; Wey, Andrew

    2014-01-01

    The University of Minnesota: Simulations, Exercises and Effective Education: Preparedness and Emergency Response Learning Center uses simulations, which allow trainees to participate in realistic scenarios, to develop and evaluate competency. In a previous study, participants in Disaster in Franklin County: A Public Health Simulation demonstrated that prior bioterrorism and emergency readiness training (BT/ER) is significantly associated with better performance in a simulated emergency. We conducted a second analysis with a larger data set, remapping simulation questions to the Public Health Preparedness and Response Core Competency Model, Version 1.0. We performed an outcome evaluation of the impact of public health preparedness training. In particular, we compared individuals with significant BT/ER training to individuals without training on the basis of performance in a simulated emergency. We grouped participants as group 1 (≥45 hours of BT/ER training) and group 2 (<45 hours). Dependent variables included effectiveness of chosen responses within the gaming simulation, which was measured as the proportion of questions answered correctly for each participant. The relationship of effectiveness with significant BT/ER training was estimated using either multiple linear or logistic regression. For overall effectiveness, group 1 had 2% more correct decisions, on average, than group 2 (P < .001). Group 1 performed significantly better, on average, than group 2 for competency 1.1 (P = .001) and competency 2.3 (P < .001). However, group 1 was significantly worse on competency 1.2 than group 2. Results indicate that prior training is significantly associated with better performance in a simulated emergency using gaming technology. Effectiveness differed by competency, indicating that more training may be needed in certain competency areas. Next steps to enhancing the usefulness of simulations in training should go beyond questioning if the learner learned and included

  4. Prediction of Functional Overreaching From Subjective Fatigue and Readiness to Train After Only 3 Days of Cycling.

    PubMed

    Ten Haaf, Twan; van Staveren, Selma; Oudenhoven, Erik; Piacentini, Maria F; Meeusen, Romain; Roelands, Bart; Koenderman, Leo; Daanen, Hein A M; Foster, Carl; de Koning, Jos J

    2017-04-01

    To investigate whether monitoring of easily measurable stressors and symptoms can be used to distinguish early between acute fatigue (AF) and functional overreaching (FOR). The study included 30 subjects (11 female, 19 male; age 40.8 ± 10.8 y, VO 2 max 51.8 ± 6.3 mL · kg -1 · min -1 ) who participated in an 8-d cycling event over 1300 km with 18,500 climbing meters. Performance was measured before and after the event using a maximal incremental test. Subjects with decreased performance after the event were classified as FOR, others as AF. Mental and physical well-being, internal training load, resting heart rate, temperature, and mood were measured daily during the event. Differences between AF and FOR were analyzed using mixed-model ANOVAs. Logistic regression was used to determine the best predictors of FOR after 3 and 6 d of cycling. Fifteen subjects were classified as FOR and 14 as AF (1 excluded). Although total group changes were observed during the event, no differences between AF and FOR were found for individual monitoring parameters. The combination of questionnaire-based changes in fatigue and readiness to train after 3 d cycling correctly predicted 78% of the subjects as AF or FOR (sensitivity = 79%, specificity = 77%). Monitoring changes in fatigue and readiness to train, using simple visual analog scales, can be used to identify subjects likely to become FOR after only 3 d of cycling. Hence, we encourage athlete support staff to monitor not only fatigue but also the subjective integrated mental and physical readiness to perform.

  5. Table-top job analysis

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Not Available

    1994-12-01

    The purpose of this Handbook is to establish general training program guidelines for training personnel in developing training for operation, maintenance, and technical support personnel at Department of Energy (DOE) nuclear facilities. TTJA is not the only method of job analysis; however, when conducted properly TTJA can be cost effective, efficient, and self-validating, and represents an effective method of defining job requirements. The table-top job analysis is suggested in the DOE Training Accreditation Program manuals as an acceptable alternative to traditional methods of analyzing job requirements. DOE 5480-20A strongly endorses and recommends it as the preferred method for analyzing jobsmore » for positions addressed by the Order.« less

  6. Alphaphonics Reading Readiness Training Program.

    ERIC Educational Resources Information Center

    South San Francisco Unified School District, CA.

    One of the twelve exemplary programs summarized in the Introduction to Right to Read's "Effective Reading Programs: Summaries of 222 Selected Programs" (CS001934), this program uses an organized phonics system to increase the reading readiness of one school's kindergarten children, many of whom have bilingual parents. In a careful…

  7. Practice patterns and job satisfaction in fellowship-trained endocrine surgeons.

    PubMed

    Tsinberg, Michael; Duh, Quan-Yang; Cisco, Robin M; Gosnell, Jessica E; Scholten, Anouk; Clark, Orlo H; Shen, Wen T

    2012-12-01

    Debates about the difficult job market for young endocrine surgeons are ongoing. This study aimed to analyze the practice patterns and work-related satisfaction levels of recently trained endocrine surgeons. An anonymous survey was utilized. Participants were divided into 3 groups: "Young" (<3 years in practice), "middle" (3-5 years), and "older" (>5 years). Fifty-six of 78 surgeons (72%) responded to the survey. Time in practice ranged from 1 to 9 years (mean, 3.9 ± 0.28). Forty-five (80%) described their practice as academic. Participants performed 244.1 ± 17.8 operations within the last year; 75.4 ± 3.3% were endocrine cases. More surgeons in the "young" group have academic practices (92%) and joined established endocrine surgery groups (54%) versus older surgeons (67% and 42%; P = .05). Of surgeons in the "young" group, 4% started their own practice versus 33% in the "older" group (P = .04). Level of satisfaction with financial compensation (3.2 on a 4-point scale versus 2.9) and lifestyle (3.6 vs 3.1) was also higher in the younger group (P = .009). Despite widespread speculation about scarcity of academic jobs after fellowship, recently trained endocrine surgeons are more likely to practice in academic settings and join established endocrine surgery practices when compared with older surgeons. Overall satisfaction level is higher among recently trained surgeons. Copyright © 2012 Mosby, Inc. All rights reserved.

  8. Classroom-based Interventions and Teachers’ Perceived Job Stressors and Confidence: Evidence from a Randomized Trial in Head Start Settings

    PubMed Central

    Zhai, Fuhua; Raver, C. Cybele; Li-Grining, Christine

    2011-01-01

    Preschool teachers’ job stressors have received increasing attention but have been understudied in the literature. We investigated the impacts of a classroom-based intervention, the Chicago School Readiness Project (CSRP), on teachers’ perceived job stressors and confidence, as indexed by their perceptions of job control, job resources, job demands, and confidence in behavior management. Using a clustered randomized controlled trial (RCT) design, the CSRP provided multifaceted services to the treatment group, including teacher training and mental health consultation, which were accompanied by stress-reduction services and workshops. Overall, 90 teachers in 35 classrooms at 18 Head Start sites participated in the study. After adjusting for teacher and classroom factors and site fixed effects, we found that the CSRP had significant effects on the improvement of teachers’ perceived job control and work-related resources. We also found that the CSRP decreased teachers’ confidence in behavior management and had no statistically significant effects on job demands. Overall, we did not find significant moderation effects of teacher race/ethnicity, education, teaching experience, or teacher type. The implications for research and policy are discussed. PMID:21927538

  9. Classroom-based Interventions and Teachers' Perceived Job Stressors and Confidence: Evidence from a Randomized Trial in Head Start Settings.

    PubMed

    Zhai, Fuhua; Raver, C Cybele; Li-Grining, Christine

    2011-09-01

    Preschool teachers' job stressors have received increasing attention but have been understudied in the literature. We investigated the impacts of a classroom-based intervention, the Chicago School Readiness Project (CSRP), on teachers' perceived job stressors and confidence, as indexed by their perceptions of job control, job resources, job demands, and confidence in behavior management. Using a clustered randomized controlled trial (RCT) design, the CSRP provided multifaceted services to the treatment group, including teacher training and mental health consultation, which were accompanied by stress-reduction services and workshops. Overall, 90 teachers in 35 classrooms at 18 Head Start sites participated in the study. After adjusting for teacher and classroom factors and site fixed effects, we found that the CSRP had significant effects on the improvement of teachers' perceived job control and work-related resources. We also found that the CSRP decreased teachers' confidence in behavior management and had no statistically significant effects on job demands. Overall, we did not find significant moderation effects of teacher race/ethnicity, education, teaching experience, or teacher type. The implications for research and policy are discussed.

  10. Wastewater treatment models in teaching and training: the mismatch between education and requirements for jobs.

    PubMed

    Hug, Thomas; Benedetti, Lorenzo; Hall, Eric R; Johnson, Bruce R; Morgenroth, Eberhard; Nopens, Ingmar; Rieger, Leiv; Shaw, Andrew; Vanrolleghem, Peter A

    2009-01-01

    As mathematical modeling of wastewater treatment plants has become more common in research and consultancy, a mismatch between education and requirements for model-related jobs has developed. There seems to be a shortage of skilled people, both in terms of quantity and in quality. In order to address this problem, this paper provides a framework to outline different types of model-related jobs, assess the required skills for these jobs and characterize different types of education that modelers obtain "in school" as well as "on the job". It is important to consider that education of modelers does not mainly happen in university courses and that the variety of model related jobs goes far beyond use for process design by consulting companies. To resolve the mismatch, the current connection between requirements for different jobs and the various types of education has to be assessed for different geographical regions and professional environments. This allows the evaluation and improvement of important educational paths, considering quality assurance and future developments. Moreover, conclusions from a workshop involving practitioners and academics from North America and Europe are presented. The participants stressed the importance of non-technical skills and recommended strengthening the role of realistic modeling experience in university training. However, this paper suggests that all providers of modeling education and support, not only universities, but also software suppliers, professional associations and companies performing modeling tasks are called to assess and strengthen their role in training and support of professional modelers.

  11. Ground Training Devices in Job Sample Approach to UPT [Undergraduate Pilot Training] Selection and Screening. Final Report, September 1972-August 1974.

    ERIC Educational Resources Information Center

    LeMaster, W. Dean; Gray, Thomas H.

    The purpose of this study was to develop a screening procedure for undergraduate pilot training (UPT). This procedure was based upon the use of ground-based instrument trainers in which UPT candidates, naive to flying, were evaluated in their performance of job sample tasks; i.e., basic instrument flying. Training and testing sessions were…

  12. The Development of a Methodology for Estimating the Cost of Air Force On-the-Job Training.

    ERIC Educational Resources Information Center

    Samers, Bernard N.; And Others

    The Air Force uses a standardized costing methodology for resident technical training schools (TTS); no comparable methodology exists for computing the cost of on-the-job training (OJT). This study evaluates three alternative survey methodologies and a number of cost models for estimating the cost of OJT for airmen training in the Administrative…

  13. Transfer of Training: Does It Truly Happen?: An Examination of Support, Instrumentality, Retention and Learner Readiness on the Transfer Motivation and Transfer of Training

    ERIC Educational Resources Information Center

    Bhatti, Muhammad Awais; Battour, Mohamed Mohamed; Sundram, Veera Pandiyan Kaliani; Othman, Akmal Aini

    2013-01-01

    Purpose: The purpose of this study is to highlight the importance of selected environmental, situational and individual factors in the training transfer process. Design/methodology/approach: This study proposes and tests a framework via structural equation modelling by including supervisor and peer support, instrumentality and learner readiness on…

  14. State Financing Declines for Job Training: Need for Federal Funding Increases.

    ERIC Educational Resources Information Center

    Mills, Jack; Biswas, Radha Roy

    When interviewed in spring 2003, officials in 16 states with a demonstrated commitment to job training provided data on 30 state-financed programs in their states. An analysis of the data yielded the following findings: (1) when recent, long-term, and projected declines are considered, funding is declining for 22 of the 30 programs studied; (2) in…

  15. The Long-Term Care Workforce Crisis: Dementia-Care Training Influences on Job Satisfaction and Career Commitment

    ERIC Educational Resources Information Center

    Coogle, Constance L.; Head, Colleen A.; Parham, Iris A.

    2006-01-01

    The present study compares changes in job satisfaction and career commitment among Alzheimer's care staff participating in a two-phase, state-level training collaborative to improve dementia care. Results reveal an increase in extrinsic job satisfaction and a decrease in career commitment. Findings could be related to the effects of both the…

  16. Readiness of Teachers for Change in Schools

    ERIC Educational Resources Information Center

    Kondakci, Yasar; Beycioglu, Kadir; Sincar, Mehmet; Ugurlu, Celal Teyyar

    2017-01-01

    Theorizing on the role of teacher attitudes in change effectiveness, this study examined the predictive value of context (trust), process (social interaction, participative management and knowledge sharing) and outcome (job satisfaction and workload perception) variables for cognitive, emotional and intentional readiness of teachers for change.…

  17. Enhanced care assistant training to address the workforce crisis in home care: changes related to job satisfaction and career commitment.

    PubMed

    Coogle, Constance L; Parham, Iris A; Jablonski, Rita; Rachel, Jason A

    2007-01-01

    Changes in job satisfaction and career commitment were observed as a consequence of a geriatric case management training program focusing on skills development among personal care attendants in home care. A comparison of pretraining and posttraining scores uncovered a statistically significant increase in Intrinsic Job Satisfaction scores for participants 18-39 years of age, whereas levels declined among the group of middle aged participants and no change was observed among participants age 52 and older. On the other hand, a statistically significant decline in Extrinsic Job Satisfaction was documented over all participants, but this was found to be primarily due to declines among participants 40-51 years of age. When contacted 6-12 months after the training series had concluded participants indicated that the training substantially increased the likelihood that they would stay in their current jobs and improved their job satisfaction to some extent. A comparison of pretraining and posttraining scores among participants providing follow-up data revealed a statistically significant improvement in levels of Career Resilience. These results are discussed as they relate to similar training models and national data sets, and recommendations are offered for targeting future educational programs designed to address the long-term care workforce shortage.

  18. Reinforcing Productivity in a Job-Skills Training Program for Unemployed Substance-Abusing Adults.

    PubMed

    Subramaniam, Shrinidhi; Everly, Jeffrey J; Silverman, Kenneth

    2017-05-01

    Chronically unemployed adults may benefit from intensive job-skills training; however, training programs do not always reliably engage participants in mastering skills. This study examined effects of voucher reinforcement for performance on a job-skills training program in the therapeutic workplace. Participants were four unemployed, substance abusing adults who earned monetary vouchers for working on programs targeting typing skills. Participants were exposed to two payment conditions that differed in whether or not pay was dependent on performance in a within-subject reversal design. In the productivity-pay condition, participants earned $8.00 per hour for attending the workplace plus a bonus for performance. In the base-pay condition, participants were paid an hourly wage that was equivalent to the total hourly earnings from the previous productivity-pay condition. Participants completed less work on the typing programs in the base- than the productivity-pay condition, but the amount of time spent in the workroom and the accuracy and rate of typing were not affected by the pay manipulation. All participants reported preferring base pay over productivity pay. Explicit reinforcement of productivity maintains consistent work in training programs, but more aspects of productivity pay need to be refined for effective, efficient, and socially valid implementation with unemployed, substance-abusing adults.

  19. Reinforcing Productivity in a Job-Skills Training Program for Unemployed Substance-Abusing Adults

    PubMed Central

    Subramaniam, Shrinidhi; Everly, Jeffrey J.; Silverman, Kenneth

    2017-01-01

    Chronically unemployed adults may benefit from intensive job-skills training; however, training programs do not always reliably engage participants in mastering skills. This study examined effects of voucher reinforcement for performance on a job-skills training program in the therapeutic workplace. Participants were four unemployed, substance abusing adults who earned monetary vouchers for working on programs targeting typing skills. Participants were exposed to two payment conditions that differed in whether or not pay was dependent on performance in a within-subject reversal design. In the productivity-pay condition, participants earned $8.00 per hour for attending the workplace plus a bonus for performance. In the base-pay condition, participants were paid an hourly wage that was equivalent to the total hourly earnings from the previous productivity-pay condition. Participants completed less work on the typing programs in the base- than the productivity-pay condition, but the amount of time spent in the workroom and the accuracy and rate of typing were not affected by the pay manipulation. All participants reported preferring base pay over productivity pay. Explicit reinforcement of productivity maintains consistent work in training programs, but more aspects of productivity pay need to be refined for effective, efficient, and socially valid implementation with unemployed, substance-abusing adults. PMID:28824954

  20. Medical Readiness of the Reserve Component.

    PubMed

    Brauner, Marygail K; Jackson, Timothy; Gayton, Elizabeth

    2012-01-01

    The reserve components (RCs) of the U.S. military must ensure that reservists are not only properly equipped and trained, but also medically ready to serve. Medical readiness means that service members are free from health-related conditions, including dental conditions, that could limit their ability to carry out their duties. Medically ready reservists require less medical and dental support in theater and fewer medical evacuations from theater, both of which save money and free assets for other purposes. This article identifies existing medical readiness requirements, quantifies the current status of RC medical readiness, identifies obstacles to achieving compliance, and suggests options for improving medical readiness in a cost-effective manner. The authors find that time and expense are the major barriers to the RCs achieving their overall goals for medical readiness. Recommendations include standardizing medical readiness criteria across services, improving data reporting and archiving processes, providing incentives to individuals and units to achieve medical readiness, and continuing to extend TRICARE coverage to reservists prior to deployment.

  1. Positive Side Effects of a Job-Related Training Program for Older Adults in South Korea

    ERIC Educational Resources Information Center

    Lee, Minhong; Choi, Jae-Sung

    2012-01-01

    The objective of the current study was to evaluate empirically positive side effects of a job-related training program on older adults' self-esteem, depression, and social networks. A total of 70 older adults participated in the study after completing the Older Paraprofessional Training Program developed and provided by the Continuing Education…

  2. 32 CFR 813.7 - Readiness reporting.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 32 National Defense 6 2011-07-01 2011-07-01 false Readiness reporting. 813.7 Section 813.7 National Defense Department of Defense (Continued) DEPARTMENT OF THE AIR FORCE SALES AND SERVICES VISUAL... report readiness status through the SORTS process. See AFI 10-201, Status of Resources and Training...

  3. 32 CFR 813.7 - Readiness reporting.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 32 National Defense 6 2013-07-01 2013-07-01 false Readiness reporting. 813.7 Section 813.7 National Defense Department of Defense (Continued) DEPARTMENT OF THE AIR FORCE SALES AND SERVICES VISUAL... report readiness status through the SORTS process. See AFI 10-201, Status of Resources and Training...

  4. Youth Voices: The WorkReady Experience

    ERIC Educational Resources Information Center

    Philadelphia Youth Network, 2009

    2009-01-01

    WorkReady programs offer young Philadelphians not only their first job, but skills for success. Young people who work during high school often master valuable skills that can help them do better in high school and college; learn new things that open their eyes to career possibilities; and earn more money later in life. When young people learn how…

  5. Virtual Reality Job Interview Training for Veterans with Posttraumatic Stress Disorder.

    PubMed

    Smith, Matthew J; Humm, Laura Boteler; Fleming, Michael F; Jordan, Neil; Wright, Michael A; Ginger, Emily J; Wright, Katherine; Olsen, Dale; Bell, Morris D

    2015-01-01

    Veterans with posttraumatic stress disorder (PTSD) have low employment rates and the job interview presents a critical barrier for them to obtain competitive employment. To evaluate the acceptability and efficacy of virtual reality job interview training (VR-JIT) among veterans with PTSD via a small randomized controlled trial (n=23 VR-JIT trainees, n=10 waitlist treatment-as-usual (TAU) controls). VR-JIT trainees completed up to 10 hours of simulated job interviews and reviewed information and tips about job interviewing, while wait-list TAU controls received services as usual. Primary outcome measures included two pre-test and two post-test video-recorded role-play interviews scored by blinded human resource experts and self-reported interviewing self-confidence. Trainees attended 95% of lab-based VR-JIT sessions and found the intervention easy-to-use, helpful, and prepared them for future interviews. VR-JIT trainees demonstrated significantly greater improvement on role-play interviews compared with wait-list TAU controls (p=0.04) and demonstrated a large effect for within-subject change (Cohen's d=0.76). VR-JIT performance scores increased significantly over time (R-Squared=0.76). Although VR-JIT trainees showed a moderate effect for within-subject change on self-confidence (Cohen's d=0.58), the observed difference between conditions did not reach significance (p=0.09). Results provide preliminary support that VR-JIT is acceptable to trainees and may be efficacious for improving job interview skills and self-confidence in veterans with PTSD.

  6. Job Corps. In Brief. FY-76.

    ERIC Educational Resources Information Center

    Employment and Training Administration (DOL), Washington, DC.

    The Job Corps is described as a training program for impoverished and unemployed young people between the ages of 16 and 21 which will help them become responsible adults, prepare to get and hold productive jobs, return to school or further training, or satisfy Armed Forces' entrance requirements. (Currently (1976), Job Corps provides training for…

  7. Validation of the Readiness for Return-To-Work Scale in Outpatient Occupational Rehabilitation in Canada.

    PubMed

    Park, Joanne; Roberts, Mary Roduta; Esmail, Shaniff; Rayani, Fahreen; Norris, Colleen M; Gross, Douglas P

    2018-06-01

    Purpose To examine construct and concurrent validity of the Readiness for Return-To-Work (RRTW) Scale with injured workers participating in an outpatient occupational rehabilitation program. Methods Lost-time claimants (n = 389) with sub-acute or chronic musculoskeletal disorders completed the RRTW Scale on their first day of their occupational rehabilitation program. Statistical analysis included exploratory and confirmatory factor analyses of the readiness items, reliability analyses, and correlation with related scales and questionnaires. Results For claimants in the non-job attached/not working group (n = 165), three factors were found (1) Contemplation (2) Prepared for Action-Self-evaluative and (3) Prepared for Action-Behavioural. The precontemplation stage was not identified within this sample of injured workers. For claimants who were job attached/working group in some capacity (n = 224), two factors were identified (1) Uncertain Maintenance and (2) Proactive Maintenance. Expected relationships and statistically significant differences were found among the identified Return-To-Work (RTW) readiness factors and related constructs of pain, physical and mental health and RTW expectations. Conclusion Construct and concurrent validity of the RRTW Scale were supported in this study. The results of this study indicate the construct of readiness for RTW can vary by disability duration and occupational category. Physical health appears to be a significant barrier to RRTW for the job attached/working group while mental health significantly compromises RRTW with the non-job attached/not working group.

  8. Job Training for the Homeless Demonstration Program: U.S. Department of Labor--Employment and Training Administration. Final Evaluation Report.

    ERIC Educational Resources Information Center

    Elgin Community Coll., IL.

    This report evaluates the Fox Valley Consortium for Job Training and Placement of the Homeless which involves five educational, social service, and community organizations in activities to facilitate the educational development and financial independence of homeless participants. The consortium consists of: the Community Crisis Center (area…

  9. Report to the Congress of the United States on the Activities of the Office of Correctional Job Training and Placement during Fiscal Year 1999.

    ERIC Educational Resources Information Center

    National Inst. of Corrections (Dept. of Justice/LEAA), Washington, DC.

    During fiscal year 1999, the Office of Correctional Job Training and Placement (OCJTP) conducted numerous activities related to its primary functions, which are as follows: (1) coordinate federal departments' and agencies' efforts related to correctional job training and placement; (2) provide training to develop staff competencies needed by state…

  10. Advanced On-The-Job Training System: User’s Handbook (Sections 7-9). Volume 2

    DTIC Science & Technology

    1990-05-01

    for iiormat a 12IS Down .Highwa. Suite 1204, ArlingtOn. VA 22202-430, a to the Ufice of Management and Sudket. Pofr Reduction Prolect (07040 10...the various training levels (trainee, supervisor, training manager , etc.) can use the AOTS functions to perform their on-the-job training (OJT...and reviewing data, as well as trainee and trainer/evaluator functions. Volume III explains OJT functions for supervisors and managers , and Volume IV

  11. Problems in air traffic management. VII., Job training performance of air traffic control specialists - measurement, structure, and prediction.

    DOT National Transportation Integrated Search

    1965-07-01

    A statistical study of training- and job-performance measures of several hundred Air Traffic Control Specialists (ATCS) representing Enroute, Terminal, and Flight Service Station specialties revealed that training-performance measures reflected: : 1....

  12. Assessing the effectiveness of interpersonal communication skills training on job satisfaction among nurses in Al-Zahra Hospital of Isfahan, Iran.

    PubMed

    Dehaghani, Abdollah Rezaei; Akhormeh, Kobra Ahmadi; Mehrabi, Tayyebeh

    2012-05-01

    The worldwide nursing shortage is threatening the quality of healthcare. The two most common causes in maintaining nurses are job satisfaction, a positive working environment, and good relationships among staff. This study aimed to determine the effect of interpersonal communication skills training on job satisfaction among the nurses working in Al-Zahra Hospital affiliated to Isfahan University of Medical Sciences, Isfahan, Iran, in 2011. This study was a quasi-experimental research with two groups and two phases, and was carried out on 70 nurses from Al-Zahra University Hospital. Only nurses who had been employed for more than one year were accepted into the study. There were 35 nurses in the test group and 35 nurses in the control group. The study questionnaire included personal details and job satisfaction scale by Smith and Kendall. Sampling was done randomly and nurses were divided into test and control groups. In the test group, the communication skills training program was done in 6 sessions, twice a week and each session was held for 2 hours. The questionnaire was completed in two stages; before, and two months after the study. Data were analyzed by descriptive and inferential statistics through SPSS Software version 18. Findings showed that pre-intervention mean score of job satisfaction of nurses in both groups had no significant difference (p = 0.92). After the communication skills training program in the experimental group, mean score of job satisfaction increased and it was significant compared to the control group (p < 0.01). The data analysis showed that the interpersonal communication skills training program increased the mean score of job satisfaction in the test group. Therefore, it seems necessary that nursing managers design training programs for them.

  13. Assessing the effectiveness of interpersonal communication skills training on job satisfaction among nurses in Al-Zahra Hospital of Isfahan, Iran

    PubMed Central

    Dehaghani, Abdollah Rezaei; Akhormeh, Kobra Ahmadi; Mehrabi, Tayyebeh

    2012-01-01

    Background: The worldwide nursing shortage is threatening the quality of healthcare. The two most common causes in maintaining nurses are job satisfaction, a positive working environment, and good relationships among staff. This study aimed to determine the effect of interpersonal communication skills training on job satisfaction among the nurses working in Al-Zahra Hospital affiliated to Isfahan University of Medical Sciences, Isfahan, Iran, in 2011. Materials and Methods: This study was a quasi-experimental research with two groups and two phases, and was carried out on 70 nurses from Al-Zahra University Hospital. Only nurses who had been employed for more than one year were accepted into the study. There were 35 nurses in the test group and 35 nurses in the control group. The study questionnaire included personal details and job satisfaction scale by Smith and Kendall. Sampling was done randomly and nurses were divided into test and control groups. In the test group, the communication skills training program was done in 6 sessions, twice a week and each session was held for 2 hours. The questionnaire was completed in two stages; before, and two months after the study. Data were analyzed by descriptive and inferential statistics through SPSS Software version 18. Findings: Findings showed that pre-intervention mean score of job satisfaction of nurses in both groups had no significant difference (p = 0.92). After the communication skills training program in the experimental group, mean score of job satisfaction increased and it was significant compared to the control group (p < 0.01). Conclusions: The data analysis showed that the interpersonal communication skills training program increased the mean score of job satisfaction in the test group. Therefore, it seems necessary that nursing managers design training programs for them. PMID:23833629

  14. Career Readiness in the United States 2015. ACT Insights in Education and Work

    ERIC Educational Resources Information Center

    LeFebvre, Mary

    2015-01-01

    ACT has conducted over 20,000 job analyses for occupations across a diverse array of industries and occupations since 1993. This report highlights the levels of career readiness for various subgroups of ACT Work Keys® examinees in the United States and provides career readiness benchmarks for selected ACT WorkKeys cognitive skills by career…

  15. 45 CFR 286.105 - What limitations concerning vocational education, job search and job readiness assistance exist...

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... part of another activity, then there is no limitation on counting the time spent in job search/job... Section 286.105 Public Welfare Regulations Relating to Public Welfare OFFICE OF FAMILY ASSISTANCE (ASSISTANCE PROGRAMS), ADMINISTRATION FOR CHILDREN AND FAMILIES, DEPARTMENT OF HEALTH AND HUMAN SERVICES...

  16. Advanced Proficiency EHR Training: Effect on Physicians’ EHR Efficiency, EHR Satisfaction and Job Satisfaction

    PubMed Central

    Dastagir, M. Tariq; Chin, Homer L.; McNamara, Michael; Poteraj, Kathy; Battaglini, Sarah; Alstot, Lauren

    2012-01-01

    The best way to train clinicians to optimize their use of the Electronic Health Record (EHR) remains unclear. Approaches range from web-based training, class-room training, EHR functionality training, case-based training, role-based training, process-based training, mock-clinic training and “on the job” training. Similarly, the optimal timing of training remains unclear--whether to engage in extensive pre go-live training vs. minimal pre go-live training followed by more extensive post go-live training. In addition, the effectiveness of non-clinician trainers, clinician trainers, and peer-trainers, remains unclearly defined. This paper describes a program in which relatively experienced clinician users of an EHR underwent an intensive 3-day Peer-Led EHR advanced proficiency training, and the results of that training based on participant surveys. It highlights the effectiveness of Peer-Led Proficiency Training of existing experienced clinician EHR users in improving self-reported efficiency and satisfaction with an EHR and improvements in perceived work-life balance and job satisfaction. PMID:23304282

  17. A Job Aid Solution to the Need for Low Cost, Results Oriented Dental Laboratory Manufacturing Industry Training.

    ERIC Educational Resources Information Center

    Selg, Timothy E.

    A thesis project was conducted to design, develop, implement, and evaluate a job aid used by shipping department employees in a dental laboratory. The job aid was developed in preference to training to solve the organization's performance problem. Task analysis was performed to identify the shipping clerks' duties. These tasks were stated in the…

  18. The Role of Passion and Purpose in Leader Developmental Readiness.

    PubMed

    Bronk, Kendall Cotton; McLean, Derrick C

    2016-01-01

    The founder of TOMS Shoes, Blake Mycoskie, and the late Apple cofounder and CEO, Steve Jobs, model the role of passion and purpose in leader developmental readiness. © 2016 Wiley Periodicals, Inc., A Wiley Company.

  19. The Emergency Vietnam Veterans Jobs Training Act of 1983. Hearings before the Subcommittee on Education, Training and Employment of the Committee on Veterans' Affairs. House of Representatives, Ninety-Eighth Congress, First Session.

    ERIC Educational Resources Information Center

    Congress of the U.S., Washington, DC. House Committee on Veterans' Affairs.

    These Congressional hearings contain testimony pertinent to the passage of the Emergency Vietnam Veterans Jobs Training Act of 1983, a bill authorizing a two-year emergency job training program for Vietnam veterans. Included among those agencies and organizations represented at the hearings were the following: the National Association of State…

  20. The Emergency Veterans' Job Training Act of 1983. Hearing before the Subcommittee on Education, Training and Employment of the Committee on Veterans' Affairs, House of Representatives, Ninety-Eighth Congress, Second Session.

    ERIC Educational Resources Information Center

    Congress of the U.S., Washington, DC. House Committee on Veterans' Affairs.

    This is a congressional hearing to evaluate the administration and effectiveness of Public Law 98-77, the Emergency Veterans' Job Training Act of 1983. (The purpose of the program established by Public Law 98-77 is to create new on-the-job training opportunities for Vietnam-era and Korean conflict veterans by providing incentives for employers to…

  1. 38 CFR 21.123 - On-job course.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2011-07-01 2011-07-01 false On-job course. 21.123... Educational and Vocational Training Services § 21.123 On-job course. (a) Training establishment. This term means any establishment providing apprentice or other training on the job, including those under the...

  2. 38 CFR 21.123 - On-job course.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2014-07-01 2014-07-01 false On-job course. 21.123... Educational and Vocational Training Services § 21.123 On-job course. (a) Training establishment. This term means any establishment providing apprentice or other training on the job, including those under the...

  3. 38 CFR 21.123 - On-job course.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2013-07-01 2013-07-01 false On-job course. 21.123... Educational and Vocational Training Services § 21.123 On-job course. (a) Training establishment. This term means any establishment providing apprentice or other training on the job, including those under the...

  4. 38 CFR 21.123 - On-job course.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2012-07-01 2012-07-01 false On-job course. 21.123... Educational and Vocational Training Services § 21.123 On-job course. (a) Training establishment. This term means any establishment providing apprentice or other training on the job, including those under the...

  5. 38 CFR 21.123 - On-job course.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2010-07-01 2010-07-01 false On-job course. 21.123... Educational and Vocational Training Services § 21.123 On-job course. (a) Training establishment. This term means any establishment providing apprentice or other training on the job, including those under the...

  6. Specialty Training's Organizational Readiness for curriculum Change (STORC): development of a questionnaire in a Delphi study.

    PubMed

    Bank, Lindsay; Jippes, Mariëlle; van Luijk, Scheltus; den Rooyen, Corry; Scherpbier, Albert; Scheele, Fedde

    2015-08-05

    In postgraduate medical education (PGME), programs have been restructured according to competency-based frameworks. The scale and implications of these adjustments justify a comprehensive implementation plan. Organizational Readiness for Change (ORC) is seen as a critical precursor for a successful implementation of change initiatives. Though, ORC in health care settings is mostly assessed in small scale settings and in relation to new policies and practices rather than educational change. Therefore our aim with this work was to develop an instrument to asses Specialty Training's Organizational Readiness for curriculum Change (STORC). A Delphi procedure was conducted to examine the applicability of a preliminary questionnaire in PGME, which was based on existing instruments designed for business and health care organizations. The 41 panellists (19 trainees and 22 supervisors from 6 specialties) from four different countries who were confronted with an apparent curriculum change, or would be in the near future, were asked to rate the relevance of a 89-item web-based questionnaire with regard to changes in specialty training on a 5-point Likert scale. Furthermore, they were invited to make qualitative comments on the items. In two rounds the 89-item preliminary questionnaire was reduced to 44 items. Items were either removed, kept, adapted or added based on individual item scores and qualitative comments. In the absence of a gold standard, this Delphi procedure was considered complete when the overall questionnaire rating exceeded 4.0 (scale 0-5). The overall item score reached 4.1 in the second round, meeting our criteria for completion of this Delphi procedure. This Delphi study describes the initial validating step in the development of an instrument to asses Specialty Training's Organisational Readiness for curriculum Change (STORC). Since ORC is measured on various subscales and presented as such, its strength lies in analysing these subscales. The latter makes

  7. Risks for the development of outcomes related to occupational allergies: an application of the asthma-specific job exposure matrix compared with self-reports and investigator scores on job-training-related exposure.

    PubMed

    Suarthana, E; Heederik, D; Ghezzo, H; Malo, J-L; Kennedy, S M; Gautrin, D

    2009-04-01

    Risks for development of occupational sensitisation, bronchial hyper-responsiveness, rhinoconjunctival and chest symptoms at work associated with continued exposure to high molecular weight (HMW) allergens were estimated with three exposure assessment methods. A Cox regression analysis with adjustment for atopy and smoking habit was carried out in 408 apprentices in animal health technology, pastry making, and dental hygiene technology with an 8-year follow-up after training. The risk of continued exposure after training, estimated by the asthma-specific job exposure matrix (JEM), was compared with self-reports and investigator scores on job-training-related exposure. Associations between outcomes and work duration in job(s) related to training were also evaluated. Exposure to animal-derived HMW allergens, subsequent to the apprenticeship period, as estimated by the JEM, was associated with a significantly increased risk for occupational sensitisation (hazard ratio (HR) 6.4; 95% CI 2.3 to 18.2) and rhinoconjunctival symptoms at work (HR 2.6; 95% CI 1.1 to 6.2). Exposure to low molecular weight (LMW) agents significantly increased the risk of developing bronchial hyper-responsiveness (HR 2.3; 95% CI 1.1 to 5.4). Exposure verification appeared to be important to optimise the sensitivity and the specificity, as well as HRs produced by the JEM. Self-reports and investigator scores also indicated that further exposure to HMW allergens increased the risk of developing occupational allergies. The agreement between self-reports, investigator scores, and the JEM were moderate to good. There was no significant association between respiratory outcomes and work duration in jobs related to training. The asthma-specific JEM could estimate the risk of various outcomes of occupational allergies associated with exposure to HMW and LMW allergens, but it is relatively labour intensive. Exposure verification is an important integrated step in the JEM that optimised the performance of

  8. Job Redesign: An Analysis of an Intervention to Improve Job Characteristics

    DTIC Science & Technology

    1989-09-01

    vii I. Introduction . . . . . . . . . . . 1 General Issue ... . I Specific Problem . .. . . . I Research Objectives . . . . . 2...the Job Diagnostic Survey, the Minnesota Satisfaction Questionnaire and ad-hoc items pertaining to the issues of training, challenge, and the matrix...vii JOB REDESIGN: AN ANALYSIS OF AN INTERVENTION TO IMPROVE JOB CHARACTERISTICS I. Introduction General Issue This tnesis will center on whether job

  9. Specialty Training's Organizational Readiness for curriculum Change (STORC): validation of a questionnaire.

    PubMed

    Bank, Lindsay; Jippes, Mariëlle; Leppink, Jimmie; Scherpbier, Albert Jja; den Rooyen, Corry; van Luijk, Scheltus J; Scheele, Fedde

    2018-01-01

    The field of postgraduate medical education (PGME) is continuously evolving as a result of social demands and advancing educational insights. Change experts contend that organizational readiness for change (ORC) is a critical precursor for successful implementation of change initiatives. However, in PGME, assessing change readiness is rarely considered while it could be of great value for managing educational change such as curriculum change. Therefore, in a previous Delphi study the authors developed an instrument for assessing ORC in PGME: Specialty Training's Organizational Readiness for curriculum Change (STORC). In this study, the psychometric properties of this questionnaire were further explored. In 2015, STORC was distributed among clinical teaching teams in the Netherlands. The authors conducted a confirmatory factor analysis on the internal factor structure of STORC. The reliability of the measurements was estimated by calculating Cronbach's alpha for all sub-scales. Additionally, a behavioral support-for-change measure was distributed as well to assess correlations with change-related behavior. In total, the STORC questionnaire was completed by 856 clinical teaching team members from 39 specialties. Factor analysis led to the removal of 1 item but supported the expected factor structure with very good fit for the other 43 items. Supportive behavior was positively correlated to a higher level of ORC. In this study, additional steps to collect validity evidence for the STORC questionnaire were taken successfully. The final subscales of STORC represent the core components of ORC in the literature. By breaking down this concept into multiple measurable aspects, STORC could help to enable educational leaders to diagnose possible hurdles in implementation processes and to perform specifically targeted interventions when needed.

  10. A pilot training program for people in recovery of mental illness as vocational peer support workers in Hong Kong - Job Buddies Training Program (JBTP): A preliminary finding.

    PubMed

    Yam, Kevin Kei Nang; Lo, William Tak Lam; Chiu, Rose Lai Ping; Lau, Bien Shuk Yin; Lau, Charles Ka Shing; Wu, Jen Kei Yu; Wan, Siu Man

    2018-06-01

    The present study reviews the delivery of a pilot curriculum-mentorship-based peer vocational support workers training in a Hong Kong public psychiatric hospital. The present paper reports (1) on the development of a peer vocational support workers training - Job Buddies Training Program (JBTP) in Hong Kong; and (2) preliminary findings from both quantitative and qualitative perspectives. The curriculum consists of 15-session coursework, 8-session storytelling workshop and 50-hour practicum to provide Supported Employment Peer Service (SEPS) under the mentorship of occupational therapists. Six trainees were assessed using three psychosocial assessments and qualitative methods. Compared to the baseline, the Job Buddies (JB) trainees showed an increase in awareness of their own recovery progress, occupational competence and problem-solving skills at the end of the training. Their perceived level of self-stigma was also lessened. In post-training evaluation, all Job Buddies trainees said they perceived positive personal growth and discovered their own strengths. They also appreciated the help from their mentors and gained mutual support from other trainees and from exposure with various mini-projects in the training. This pilot study provides an example of incorporating peer support and manualized training into existing work rehabilitation service for our JB trainees. Further studies on the effectiveness of service provided by peer support workers and for development on the potential use of peer support workers in other clinical and rehabilitation settings with larger subjects will be fruitful. Copyright © 2016. Published by Elsevier B.V.

  11. Job Corps Amendments of 1984. Hearing before the Committee on Labor and Human Resources, United States Senate, Ninety-Eighth Congress, Second Session on S. 2111, to Amend Part B of Title IV of the Job Training Partnership Act, to Strengthen the Job Corps Program.

    ERIC Educational Resources Information Center

    Congress of the U.S., Washington, DC. Senate Committee on Labor and Human Resources.

    This Congressional report contains testimony pertaining to amending the Job Training Partnership Act (JTPA) to strengthen the Job Corps Program. The primary focus of the hearing was on the current adequacy and future potential of the Job Corps' vocational and basic education programs, facilities and equipment, residential living and enrichment…

  12. Job Tasks and the Participation of Low-Skilled Employees in Employer-Provided Continuing Training in Germany

    ERIC Educational Resources Information Center

    Mohr, Sabine; Troltsch, Klaus; Gerhards, Christian

    2016-01-01

    This study analyses the participation of low-skilled employees in employer-provided training and examines the mechanisms that encourage the training participation of low-skilled employees. Building on theoretical considerations of human capital theory and the task-based approach, we seek to show that job tasks play an important role in explaining…

  13. 75 FR 14633 - Homeless Veterans' Reintegration Into Employment

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-03-26

    ... appropriate to provide job training, counseling, and placement services (including job readiness and literacy... DEPARTMENT OF LABOR Veterans' Employment and Training Service Homeless Veterans' Reintegration Into Employment AGENCY: Veterans' Employment and Training Service, Department of Labor. Announcement...

  14. [The readiness of the young teacher for the job].

    PubMed

    Ruskova, R

    1992-01-01

    The study aims at studying the professional readiness of the young teachers concerning their psychic state. It includes subjective-individual determinants--attitude to the profession, professional choice and steadiness, professional skills and satisfaction. The investigation is part of a broad complex study. The method used is directed first of all to self-estimation of the teacher concerning the structural system of the pedagogic activity which embraces supplementary questionnaire, revealing the motivation side of the scales for self-estimation. The subject of the examination are teachers from primary schools with length of service one to five years--time for completing their adaptation to the profession. The investigation includes 40 teachers from the cities of Sofia and Burgas. A general conclusion could be made, that there is professional readiness of the young teacher to be up to the requirements. His/her self-estimation corresponds to the adaptive behaviour and the choice of profession has a considerable effect on the professional steadiness. The general low satisfaction is not a sign for dysadaptation, but this low level presupposes lack of stimuli for personal development and perfection.

  15. Is the Job Training Partnership Act Training Displaced Homemakers? A Technical Report on Services to Displaced Homemakers under JTPA.

    ERIC Educational Resources Information Center

    Spero, Abby

    The Displaced Homemakers Network surveyed its 425 programs in the winter of 1985 to determine the extent and nature of services to displaced homemakers under the Job Training Partnership Act (JTPA). Also sought was information about the barriers to JTPA that kept program operators from bidding successfully for contracts. Finally, the survey…

  16. Expert Systems in Education and Training: Automated Job Aids or Sophisticated Instructional Media?

    ERIC Educational Resources Information Center

    Romiszowski, Alexander J.

    1987-01-01

    Describes the current status and limitations of expert systems, and explores the possible applications of such systems in education and training. The use of expert systems as tutors, as job aids, and as a vehicle for students to develop their own expert systems on specific topics are discussed. (40 references) (CLB)

  17. External Quality Arrangements for the Review of Modern Apprenticeship Off-the-Job Training

    ERIC Educational Resources Information Center

    Education Scotland, 2015

    2015-01-01

    This publication provides a quality framework to provide a structure for external review of Modern Apprenticeship off-the-job training.? The indicators in this framework are arranged under three key principles, addressing five questions which Education Scotland is adopting for evaluation purposes. These are underpinned by a wider principle on the…

  18. No Further Action Decision Document for Site 8 at Alpena Combat Readiness Training Center, Alpena, Michigan.

    DTIC Science & Technology

    1998-04-01

    INSTALLATION RESTORATION PROGRAM No FURTHER REMEDIAL ACTION PLANNED DECISION DOCUMENT FOR SITE 8 FINAL MICHIGAN AIR NATIONAL GUARD ALPENA ...COMBAT READINESS TRAINING CENTER ALPENA , MICHIGAN April 1998 Air National Guard Andrews AFB, Maryland fr r=.~r i^:r^f>^’ m% Approved for public...Document 4. TITLE AND SUBTITLE No Further Action Decision Document for Site 8 at Alpena CRTC, Alpena , MI. 6. AUTHOR(S) N/A 7. PERFORMING

  19. Getting Ready for the Jobs of the Future.

    ERIC Educational Resources Information Center

    Cetron, Marvin J.

    1983-01-01

    Workers must be retrained to fill the new jobs created by technology. Twenty-one occupations expected to become increasingly important are described. Competent teachers must be attracted to vocational education, and teaching methods must be updated. Education must equip people to change. (RM)

  20. A new tool to evaluate postgraduate training posts: the Job Evaluation Survey Tool (JEST).

    PubMed

    Wall, David; Goodyear, Helen; Singh, Baldev; Whitehouse, Andrew; Hughes, Elizabeth; Howes, Jonathan

    2014-10-02

    Three reports in 2013 about healthcare and patient safety in the UK, namely Berwick, Francis and Keogh have highlighted the need for junior doctors' views about their training experience to be heard. In the UK, the General Medical Council (GMC) quality assures medical training programmes and requires postgraduate deaneries to undertake quality management and monitoring of all training posts in their area. The aim of this study was to develop a simple trainee questionnaire for evaluation of postgraduate training posts based on the GMC, UK standards and to look at the reliability and validity including comparison with a well-established and internationally validated tool, the Postgraduate Hospital Educational Environment Measure (PHEEM). The Job Evaluation Survey Tool (JEST), a fifteen item job evaluation questionnaire was drawn up in 2006, piloted with Foundation doctors (2007), field tested with specialist paediatric registrars (2008) and used over a three year period (2008-11) by Foundation Doctors. Statistical analyses including descriptives, reliability, correlation and factor analysis were undertaken and JEST compared with PHEEM. The JEST had a reliability of 0.91 in the pilot study of 76 Foundation doctors, 0.88 in field testing of 173 Paediatric specialist registrars and 0.91 in three years of general use in foundation training with 3367 doctors completing JEST. Correlation of JEST with PHEEM was 0.80 (p < 0.001). Factor analysis showed two factors, a teaching factor and a social and lifestyle one. The JEST has proved to be a simple, valid and reliable evaluation tool in the monitoring and evaluation of postgraduate hospital training posts.

  1. Leveraging a Leadership Development Framework for Career Readiness.

    PubMed

    Fox, Kirsten F

    2018-03-01

    This chapter provides a context for how colleges and universities can prepare students for career readiness by leveraging leadership development programs to further develop knowledge, skills, and competencies that translate to the changing world of work, particularly for graduates in transition to their first jobs. © 2018 Wiley Periodicals, Inc.

  2. Pawtucket R.I. Group Selected for EPA Environmental Workforce Development and Job Training Program Grant

    EPA Pesticide Factsheets

    Groundwork Rhode Island, a Pawtucket-based organization, was one of 17 groups selected today by the U.S. Environmental Protection Agency (EPA) to share $3.3 million to operate environmental job training programs for local citizens.

  3. Evaluation of Methodology for Estimating the Cost of Air Force On-The-Job Training. Final Report.

    ERIC Educational Resources Information Center

    Samers, Bernard N.; And Others

    Described is the final phase of a study directed at the development of an on-the-job training (OJT) costing methodology. Utilizing a modification of survey techniques tested and evaluated during the previous phase, estimates were obtained for the cost of OJT for airman training from the l-level (unskilled to the 3-level (semiskilled) in five…

  4. 76 FR 33788 - Homeless Veterans' Reintegration Into Employment

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-06-09

    ... contract, such programs as the Secretary determines appropriate to provide job training, counseling, and placement services (including job readiness and literacy and skills training) to expedite the reintegration... DEPARTMENT OF LABOR Veterans' Employment and Training Service Homeless Veterans' Reintegration...

  5. Technology Training for Older Job-Seeking Adults: The Efficacy of a Program Offered through a University-Community Collaboration

    ERIC Educational Resources Information Center

    Taha, Jessica; Czaja, Sara J.; Sharit, Joseph

    2016-01-01

    Many older adults who lose their jobs face challenges in finding new employment due to fundamental limitations in their technology skills. While training could give them the skills they need, older workers often have less access to training programs than younger workers. This study examined the feasibility of using an e-learning training program…

  6. UH-1 Helicopter Mechanic (MOS 67N20) Job Description Survey: Background, Training, and General Maintenance Activities.

    ERIC Educational Resources Information Center

    Schulz, Russel E.; And Others

    The report, the first of two documents examining the relationship among job requirements, training, and manpower considerations for Army aviation maintenance Personnel, discusses the development of task data gathering techniques and procedures for incorporating this data into training programs for the UH-1 helicopter mechanic sPecialty (MOS…

  7. In-vivo job development training among peer providers of homeless veterans supported employment programs.

    PubMed

    Gao, Ni; Dolce, Joni; Rio, John; Heitzmann, Carma; Loving, Samantha

    2016-06-01

    This column describes a goal-oriented, time-limited in vivo coaching/training approach for skills building among peer veterans vocational rehabilitation specialists of the Homeless Veteran Supported Employment Program (HVSEP). Planning, implementing, and evaluating the training approach for peer providers was intended, ultimately, to support veterans in their goal of returning to community competitive employment. The description draws from the training experience that aimed to improve the ability of peer providers to increase both rates of employment and wages of the homeless veterans using their services. Training peers using an in vivo training approach provided a unique opportunity for the veterans to improve their job development skills with a focus to support employment outcomes for the service users. Peers who received training also expressed that learning skills through an in vivo training approach was more engaging than typical classroom trainings. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  8. Comparative investigation of the effectiveness of face-to-face verbal training and educational pamphlets on readiness of patients before undergoing non-emergency surgeries

    PubMed Central

    Noorian, Cobra; Aein, Fereshteh

    2015-01-01

    Background: The thought of having a surgery can be stressful for everyone. Providing the necessary information to the patient can help both the patient and the treatment team. This study was conducted to compare the effectiveness of face-to-face verbal training and educational pamphlets on the readiness of patients for undergoing non-emergency surgeries. Materials and Methods: The study was a before–after randomized clinical trial. 90 patients scheduled to undergo non-emergency surgery who referred to Shahrekord Ayatollah Kashani Hospital in 2013 were distributed randomly and gradually into two experimental groups (group of face-to-face verbal training and group of educational pamphlet) and one control group. Dependent variable of the study was pre-surgery readiness. Data analysis was carried out by using SPSS statistical software. Statistical analysis were analysis of variance (ANOVA) and correlation test. Results: Results showed that the mean scores of pre-surgery readiness in both interventional groups were significantly higher than that in the control group after the intervention (P < 0.05). However, there was no significant difference between the two experimental groups (P > 0.05). Conclusions: Each of the methods of face-to-face verbal education and using the pamphlet could be equally effective in improving the readiness of the patients undergoing surgery. Therefore, in environments where the health care providers are facing with the pressure of work and lack of sufficient time for face-to-face verbal training, suitable educational pamphlets can be used to provide the necessary information to patients and prepare them for surgery. PMID:26097859

  9. Comparative investigation of the effectiveness of face-to-face verbal training and educational pamphlets on readiness of patients before undergoing non-emergency surgeries.

    PubMed

    Noorian, Cobra; Aein, Fereshteh

    2015-01-01

    The thought of having a surgery can be stressful for everyone. Providing the necessary information to the patient can help both the patient and the treatment team. This study was conducted to compare the effectiveness of face-to-face verbal training and educational pamphlets on the readiness of patients for undergoing non-emergency surgeries. The study was a before-after randomized clinical trial. 90 patients scheduled to undergo non-emergency surgery who referred to Shahrekord Ayatollah Kashani Hospital in 2013 were distributed randomly and gradually into two experimental groups (group of face-to-face verbal training and group of educational pamphlet) and one control group. Dependent variable of the study was pre-surgery readiness. Data analysis was carried out by using SPSS statistical software. Statistical analysis were analysis of variance (ANOVA) and correlation test. Results showed that the mean scores of pre-surgery readiness in both interventional groups were significantly higher than that in the control group after the intervention (P < 0.05). However, there was no significant difference between the two experimental groups (P > 0.05). Each of the methods of face-to-face verbal education and using the pamphlet could be equally effective in improving the readiness of the patients undergoing surgery. Therefore, in environments where the health care providers are facing with the pressure of work and lack of sufficient time for face-to-face verbal training, suitable educational pamphlets can be used to provide the necessary information to patients and prepare them for surgery.

  10. An Introduction to Job Analysis

    ERIC Educational Resources Information Center

    Boydell, T. H.

    1970-01-01

    Job training involves preparing a job description and specification, and, if necessary, further analyses of skills, knowledge, and attitudes in order to identify areas of difficulty which will affect the choice of what must be learned and appropriate training techniques. (DM)

  11. Predicting implementation from organizational readiness for change: a study protocol

    PubMed Central

    2011-01-01

    Background There is widespread interest in measuring organizational readiness to implement evidence-based practices in clinical care. However, there are a number of challenges to validating organizational measures, including inferential bias arising from the halo effect and method bias - two threats to validity that, while well-documented by organizational scholars, are often ignored in health services research. We describe a protocol to comprehensively assess the psychometric properties of a previously developed survey, the Organizational Readiness to Change Assessment. Objectives Our objective is to conduct a comprehensive assessment of the psychometric properties of the Organizational Readiness to Change Assessment incorporating methods specifically to address threats from halo effect and method bias. Methods and Design We will conduct three sets of analyses using longitudinal, secondary data from four partner projects, each testing interventions to improve the implementation of an evidence-based clinical practice. Partner projects field the Organizational Readiness to Change Assessment at baseline (n = 208 respondents; 53 facilities), and prospectively assesses the degree to which the evidence-based practice is implemented. We will conduct predictive and concurrent validities using hierarchical linear modeling and multivariate regression, respectively. For predictive validity, the outcome is the change from baseline to follow-up in the use of the evidence-based practice. We will use intra-class correlations derived from hierarchical linear models to assess inter-rater reliability. Two partner projects will also field measures of job satisfaction for convergent and discriminant validity analyses, and will field Organizational Readiness to Change Assessment measures at follow-up for concurrent validity (n = 158 respondents; 33 facilities). Convergent and discriminant validities will test associations between organizational readiness and different aspects of job

  12. English Language and Skills Training for Entry-Level Health Care Jobs. Program Guide.

    ERIC Educational Resources Information Center

    Vaidya, Elma

    The guide describes a vocational English-as-a-Second-Language program for pre-employment training of Southeast Asians seeking work in entry-level health care jobs. The program was conducted in cooperation with a hospital in Massachusetts. The guide describes the program and its four instructional units in detail, and includes lesson plans,…

  13. Assessing the School Readiness of Children in Jordan.

    PubMed

    Al-Hassan, Suha M; Lansford, Jennifer E

    2009-01-01

    In 2003, Jordan initiated a period of education reform, one component of which was an effort to improve readiness for first grade by opening public kindergartens. This study had three goals: (a) To describe the school readiness of Jordanian children; (b) To compare the first grade readiness of children who had and had not attended kindergarten; and (c) To compare the 2004 and 2007 readiness of children in areas that instituted kindergartens during that time period. Trained observers directly assessed 4,681 children's readiness, and teachers reported on children's social skills and behavioral readiness. At least 80% of children were rated as being almost or fully ready for first grade in each domain assessed. Children who had attended kindergarten were more ready for first grade than were children who had not attended kindergarten. In communities with newly established kindergartens, children were more ready for first grade in 2007 than in 2004.

  14. Ready--Fire--Aim: HRD or HRU?

    ERIC Educational Resources Information Center

    Lewis, James P.

    1981-01-01

    A personnel development plan is suggested in which training specialists (1) help employees with career development, (2) change the job or transfer employees to a more suitable job, or (3) go through role negotiation, goal setting, or some other exercise designed to create a new job perspective. (CT)

  15. Monetary Incentives to Reinforce Engagement and Achievement in a Job-Skills Training Program for Homeless, Unemployed Adults

    ERIC Educational Resources Information Center

    Koffarnus, Mikhail N.; Wong, Conrad J.; Fingerhood, Michael; Svikis, Dace S.; Bigelow, George E.; Silverman, Kenneth

    2013-01-01

    The current study examined whether monetary incentives could increase engagement and achievement in a job-skills training program for unemployed, homeless, alcohol-dependent adults. Participants (n?=?124) were randomized to a no-reinforcement group (n?=?39), during which access to the training program was provided but no incentives were given; a…

  16. Family nursing hospital training and the outcome on job demands, control and support.

    PubMed

    Sigurdardottir, Anna Olafia; Svavarsdottir, Erla Kolbrun; Juliusdottir, Sigrun

    2015-07-01

    The purpose of this study was to evaluate the impact of a family systems nursing hospital training educational program (ETI program) on nurses' and midwives' perception of job demands, control, and/or support. Of the nurses and midwives who were working in the Women's and Children's Services Division at The National University Hospital in Iceland, 479 participated in the study on three time periods from 2009 to 2011. Scores for the characteristics of job demands and job control were created to categorize participants into four job types (Karasek and Theorell, 1990). These four job types are high strain (high demand, low control), passive (low demand, low control), low strain (low demand, high control), and active (high demand, high control). However, when the data were evaluated based on the proportion of job characteristics as reported by the nurses and the midwives, no significant difference was found over time (2009 to 2011) (χ(2)=5.203, p=.518). However, based on the results from the independent t-tests at time 1, a significant difference was found amongst the high strain job group regarding perceived support from administrators and colleagues among the nurses and midwives who had taken the ETI program compared to those who had not taken the program (χ(2)=2.218, p=.034). This indicates that the health care professionals who characterized their job to be of high demand but with low control evaluated the support from their administrators and colleagues to be significantly higher if they had taken the ETI program than did the nurses and midwives who did not take the ETI program. These findings are promising because they might, in the long run, increase the nurses' and midwives' autonomy and control over their own work. Copyright © 2015 Elsevier Ltd. All rights reserved.

  17. 75 FR 80067 - Renewal of Agency Information Collection for Application for Job Placement and Training Services...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-12-21

    ... Control Number 1076-0062, which expires on March 31, 2010. DATES: Interested persons are invited to submit... do so. III. Data OMB Control Number: 1076-0062. Title: Application for Job Placement & Training...

  18. The new employee: proper orientation and training go a long way toward job success.

    PubMed

    Ehrhardt, P

    1999-01-01

    Considerable money is spent to advertise, interview, and hire a new employee. Considerable amounts of time and energy should be used to train, orient, and encourage this employee. The longevity of employees in their jobs is often directly related to the nurturing of the employee through continuing education.

  19. Army Job Training Development and Testing Practices Compared to the Instructional Systems Development Model.

    ERIC Educational Resources Information Center

    Oxford-Carpenter, Rebecca L.; And Others

    This paper presents an evaluation of Army job training development and testing practices, with a focus on Advanced Individual Testing. Information comes from intensive interviews with school instructors and from observations in the schools. Results indicate that some aspects of the Instructional Systems Development (ISD) model have been…

  20. 77 FR 20849 - Homeless Veterans' Reintegration Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-04-06

    ... determines appropriate to provide job training, counseling, and placement services (including job readiness and literacy and skills training) to expedite the reintegration of homeless veterans into the labor... Training Service (VETS), Department of Labor. Announcement Type: New Notice of Availability of Funds and...

  1. Making Training Stick: A Close Examination of How Trainee Readiness, Supervisor Support, and Practice Foster Transfer in a Mobile Technology-Based Training Program

    ERIC Educational Resources Information Center

    Putter, Stefanie E.

    2013-01-01

    Although today's organizations are investing copious amounts of time, money, and resources on employee learning and development, trainees often fail to apply their learning and skills on the job, bringing into question the true value of organizational training. In an attempt to improve understanding of the key individual and organizational…

  2. Outcome Evaluation of a Policy-Mandated Lifestyle and Environmental Modification Program in a National Job Training Center.

    PubMed

    Jimenez, Elizabeth Yakes; Harris, Amanda; Luna, Donald; Velasquez, Daniel; Slovik, Jonathan; Kong, Alberta

    2017-06-01

    Excess weight gain is common when adolescents become young adults, but there are no obesity prevention or weight management interventions that have been tested for emerging adults who follow non-traditional post-secondary paths, such as enrolling in job training programs. We evaluated Healthy Eating & Active Lifestyles (HEALs), a policy-mandated lifestyle education/environmental modification program, at a job training center for low-income 16-24 year olds. We examined average change in body mass index (BMI) z-score from baseline to 6 months for emerging adults (aged 16-24 years) in pre-HEALs implementation (n = 125) and post-HEALs implementation (n = 126) cohorts living at the job training center, by baseline weight status. In both cohorts, average BMI z-score significantly increased from baseline to 6 months for students with BMI < 25. Average BMI z-score significantly decreased for the overweight (BMI 25 to <30; -0.11, p = .03) and obese (BMI ≥ 30; -0.11, p = .001) students only within the post-HEALs cohort; changes within the pre-HEALs cohort and between cohorts were not significant. HEALs may promote positive weight-related trends for overweight/obese students, but prevention efforts for non-overweight/obese students need to be improved.

  3. Job Corps Vocational Offerings Review. Final Report.

    ERIC Educational Resources Information Center

    Manpower Administration (DOL), Washington, DC. Job Corps.

    The relative effectiveness of current Job Corps vocational offerings was evaluated, and occupations suitable for addition to the Job Corps vocational curricula were identified. Characteristics of Job Corps enrollees and the occupations in which training was provided were identified. To assess their comparative effectiveness, training occupations…

  4. Determinants of Salary Growth in Shenzhen, China: An Analysis of Formal Education, On-the-Job Training, and Adult Education with a Three-Level Model.

    ERIC Educational Resources Information Center

    Xiao, Jin

    2002-01-01

    Uses hierarchical linear model to estimate the effects of three forms of human capital on employee salary in China: Formal education, employer-provided on-the-job training, and adult education. Finds, for example, that employees' experience in changing production technology and on-the-job training are positively associated with salary increases…

  5. Women Union Electricians: A Comparison of Job and Training Experiences of White Women and Women of Color.

    ERIC Educational Resources Information Center

    Shaw, Lynn Judith

    A study was conducted to compare the perceptions of white women and women of color who were union electricians of their on-the-job and training experiences. Following a literature review of apprenticeship training, women in nontraditional occupations, and the experiences of women in the skilled trades, a mailed survey was developed and distributed…

  6. [Vocational Training and Job Placement for People with Autism Spectrum Disorders in the Business Sector].

    PubMed

    Suzuki, Keita

    2015-01-01

    Kaien was founded in 2009 in order to help people with autism spectrum disorders work by leveraging their unique capabilities. Our four offices are all located in the Tokyo Metropolitan Area. Our services include job training and placement for adults, career awareness programs for college students, and career experience programs for teens with autism spectrum disorders. Currently, we help over 100 people on a daily basis. We believe that two factors play important roles when we provide job training programs for people. Firstly, they usually find it difficult to identify their occupational "fit" by themselves due to their weakness regarding imagination. It is not a good idea to convince them only through counseling. Rather, when we take their weaknesses into consideration, multiple trial sessions in the work environment are key because even people without imagination can understand their occupational "fit" once they try. The other aspect is to articulate communication as much as possible. In this case, it is also true that words are not enough to help people fully develop the communication skills necessary in an office. Thus, our trainers intervene very frequently in the job programs in order for trainees to get feedback at the right time on the spot. In other words, our five-year experience at Kaien has revealed that our "Here and Now" approach in the quasi-work environment is the most effective way. Most of our trainers do not have medical or social welfare backgrounds. This fact has revealed huge possibilities when it comes to helping people with autism spectrum disorders to get a job. That is, in many cases, autism experts may not be mandatory, and supervisors or colleagues, who work with people with autism every day, can become "job supporters" with a little knowledge and some training. Some estimates indicate that the prevalence rate of autism spectrum disorders is above one in one hundred, and might be as high as five or six percent. This number is daunting

  7. Explaining the Class Gap in Training: The Role of Employment Relations and Job Characteristics

    ERIC Educational Resources Information Center

    Schindler, Steffen; Weiss, Felix; Hubert, Tobias

    2011-01-01

    Existing studies consistently find a gap in further education between high- and low-skilled workers, implying a gap in formal training between high- and low-skilled classes. In this paper, we hypothesize that the most important reasons for differences between social classes in further education participation are grounded in job characteristics…

  8. Determinants of Participation and Nonparticipation in Job-Related Education and Training in Shenzhen, China

    ERIC Educational Resources Information Center

    Xiao, Jin; Tsang, Mun C.

    2004-01-01

    In the fast-growing market-oriented economy of Shenzhen, China, most employees have continued to participate in job-related education and training. We argue that as firms have acquired autonomy in their operations and individuals have gained the right to pursue their personal occupational aspirations, non-state-sponsored education and training…

  9. 34 CFR 361.32 - Use of profitmaking organizations for on-the-job training in connection with selected projects.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... individuals with disabilities under the Projects With Industry program, 34 CFR part 379, if the designated... training in connection with selected projects. 361.32 Section 361.32 Education Regulations of the Offices... on-the-job training in connection with selected projects. The State plan must assure that the...

  10. Dental hygienists in Israel: employment evaluation, job satisfaction, and training implications.

    PubMed

    Yavnai, Nirit; Bilder, Leon; Sgan-Cohen, Harold; Zini, Avi

    2012-10-01

    Fundamental changes have occurred in dental services for children in Israel that are likely to affect workforce needs for dental hygienists. The aim of this study was to describe the employment situation and job satisfaction of a sample of dental hygienists in Israel, to estimate associated variables, and to discuss corresponding possible implications for training programs after these changes. An e-mailed questionnaire sent to all dental hygienists in the Israeli Dental Hygienists Association list included questions about respondents' demographic background, years of experience, working hours, desire to work in an alternative occupation, and sense that they were valued within the dental community. The response rate was 20.7 percent. The responses showed that dental hygienists worked, on average, in 2.11 different working venues, 23.64 hours/week, and 12.34 hours in the private sector. Almost 63 percent of the respondents were willing to add working hours as a dental hygienist, preferably in the private sector. Also, 38.2 percent of the respondents worked in an extra non-dental hygienist job (mean=7.05 hours/week). These dental hygienists reported a high level of job satisfaction. After regression analysis, a high number of working venues, years of experience, and hypothetically choosing again to be a dental hygienist were found to be significant indicators of job satisfaction (R(2)=0.491). It is important that dental hygienists be satisfied and willing to expand their activities. Legislative changes may require reorientation and refocusing of dental hygiene education programs.

  11. SELECTING AND TRAINING THE TRAINING OFFICER.

    ERIC Educational Resources Information Center

    TAYLOR, NANCY

    TO ACHIEVE THE OBJECTIVES OF TRAINING IN INDUSTRY--TECHNICAL AND LIBERAL EDUCATION, SPECIFIC JOB SKILLS, AND THE DEVELOPMENT OF ATTITUDES--THE TRAINING OFFICER MUST KNOW THE COMPANY WITHIN WHICH HE IS WORKING, AS WELL AS MANAGEMENT THEORY AND TRAINING METHODS. THE SELECTION OF TRAINING OFFICERS IS BASED ON A JOB SPECIFICATION, AN OUTGROWTH OF A…

  12. The Use of Online Surveys to Measure Satisfaction in Job Training and Workforce Development

    ERIC Educational Resources Information Center

    Schmidt, Steve; Strachota, Elaine; Conceicao, Simone

    2006-01-01

    This paper examines two empirical studies that used online surveys to collect data to measure satisfaction in job training and workforce development. A description of each study, findings related to response rate, the processes used in online survey development and implementation, as well as recommendations for the future use of online surveys…

  13. Considerations for increasing the competences and capacities of the public health workforce: assessing the training needs of public health workers in Texas

    PubMed Central

    Borders, Stephen; Blakely, Craig; Quiram, Barbara; McLeroy, Kenneth

    2006-01-01

    Background Over the last two decades, concern has been expressed about the readiness of the public health workforce to adequately address the scientific, technological, social, political and economic challenges facing the field. A 1988 report from the Institute of Medicine (IOM) served as a catalyst for the re-examination of the public health workforce. The IOM's call to increase the relevance of public health education and training prompted a renewed effort to identify competences needed by public health personnel and the organizations that employ them. Methods A recent evaluation sought to address the role of the 10 essential public health services in job services among the Texas public health workforce. Additionally, the evaluation examined the Texas public health workforce's need for training in the 10 essential public health services. Results and conclusion Overall, the level of perceived training needs varied dramatically by job category and health department type. When comparing aggregate training needs, public health workers with greater day-to-day contact (nurses, health educators) indicated a greater need for training than their peers who did not, such as those working in administrative positions. When prioritizing and designing future training modules regarding the 10 essential public health services, trainers should consider the effects of job function, location and contact with the public. PMID:16872494

  14. Brief Report: Vocational Outcomes for Young Adults with Autism Spectrum Disorders at Six Months after Virtual Reality Job Interview Training

    ERIC Educational Resources Information Center

    Smith, Matthew J.; Fleming, Michael F.; Wright, Michael A.; Losh, Molly; Humm, Laura Boteler; Olsen, Dale; Bell, Morris D.

    2015-01-01

    Young adults with high-functioning autism spectrum disorder (ASD) have low employment rates and job interviewing presents a critical barrier to employment for them. Results from a prior randomized controlled efficacy trial suggested virtual reality job interview training (VR-JIT) improved interviewing skills among trainees with ASD, but not…

  15. Performance pay improves engagement, progress, and satisfaction in computer-based job skills training of low-income adults

    PubMed Central

    Koffarnus, Mikhail N.; DeFulio, Anthony; Sigurdsson, Sigurdur O.; Silverman, Kenneth

    2018-01-01

    Advancing the education of low-income adults could increase employment and income, but adult education programs have not successfully engaged low-income adults. Monetary reinforcement may be effective in promoting progress in adult education. This experiment evaluated the benefits of providing incentives for performance in a job-skills training program for low-income, unemployed adults. Participants worked on Typing and Keypad programs for 7 months. Participants randomly assigned to Group A (n=23) earned hourly and productivity pay on the Typing program (Productivity Pay), but earned only equalized hourly pay on the Keypad program (Hourly Pay). Group B (n=19) participants had the opposite contingencies. Participants worked more on, advanced further on, and preferred their productivity pay program. These results show that monetary incentives can increase performance in a job-skills training program, and indicate that payment in adult education programs should be delivered contingent on performance in the training program instead of simply on attendance. PMID:24114155

  16. Performance pay improves engagement, progress, and satisfaction in computer-based job skills training of low-income adults.

    PubMed

    Koffarnus, Mikhail N; DeFulio, Anthony; Sigurdsson, Sigurdur O; Silverman, Kenneth

    2013-01-01

    Advancing the education of low-income adults could increase employment and income, but adult education programs have not successfully engaged low-income adults. Monetary reinforcement may be effective in promoting progress in adult education. This experiment evaluated the benefits of providing incentives for performance in a job-skills training program for low-income, unemployed adults. Participants worked on typing and keypad programs for 7 months. Participants randomly assigned to Group A (n = 23) earned hourly and productivity pay on the typing program (productivity pay), but earned only equalized hourly pay on the keypad program (hourly pay). Group B (n = 19) participants had the opposite contingencies. Participants worked more on, advanced further on, and preferred their productivity pay program. These results show that monetary incentives can increase performance in a job-skills training program, and indicate that payment in adult education programs should be delivered contingent on performance in the training program instead of simply on attendance. © Society for the Experimental Analysis of Behavior.

  17. Machine Shop Suggested Job and Task Sheets. Part I. 25 Elementary Jobs.

    ERIC Educational Resources Information Center

    Texas A and M Univ., College Station. Vocational Instructional Services.

    This volume consists of elementary job and task sheets adaptable for use in the regular vocational industrial education programs for the training of machinists and machine shop operators. Twenty-five simple machine shop job sheets are included. Some or all of this material is provided for each job sheet: an introductory sheet with aim, checking…

  18. Machine Shop Suggested Job and Task Sheets. Part II. 21 Advanced Jobs.

    ERIC Educational Resources Information Center

    Texas A and M Univ., College Station. Vocational Instructional Services.

    This volume consists of advanced job and task sheets adaptable for use in the regular vocational industrial education programs for the training of machinists and machine shop operators. Twenty-one advanced machine shop job sheets are included. Some or all of this material is provided for each job: an introductory sheet with aim, checking…

  19. Classroom-Based Interventions and Teachers' Perceived Job Stressors and Confidence: Evidence from a Randomized Trial in Head Start Settings

    ERIC Educational Resources Information Center

    Zhai, Fuhua; Raver, C. Cybele; Li-Grining, Christine

    2011-01-01

    Preschool teachers' job stressors have received increasing attention but have been understudied in the literature. We investigated the impacts of a classroom-based intervention, the Chicago School Readiness Project (CSRP), on teachers' perceived job stressors and confidence, as indexed by their perceptions of job control, job resources, job…

  20. RETRAINING UNDER THE MANPOWER DEVELOPMENT AND TRAINING ACT OF 1962--ON-THE-JOB PROGRAMS.

    ERIC Educational Resources Information Center

    HOOS, IDA R.

    IN 1963, PROGRAMS WERE PROVIDED IN THE SAN FRANCISCO BAY AREA, UNDER MDTA, ALL BUT ONE (HOSPITAL ORDERLIES) BEING UNION SPONSORED. THE MILLMEN AND CABINET WORKERS' LAYOUT COURSE FOR JOURNEYMEN SEEKING CERTIFICATION INVOLVED 12 WEEKS OF THEORETICAL AND ON-THE-JOB TRAINING. THE PROGRAM FOR ORDERLIES AT KAISER FOUNDATION HOSPITAL ENROLLED 12 MEN FOR…

  1. Job Analysis Techniques for Restructuring Health Manpower Education and Training in the Navy Medical Department.

    ERIC Educational Resources Information Center

    Parks, R. B.

    This volume is an explanatory volume referencing the Job Analysis Tecnniques for Restructuring Health Manpower Education and Training in the Navy Medical Department project accomplishments and precedes the 16 separately bound attachments. Contained in this publication are: The Introduction; Philosophies and Objectives; First Year Activities; The…

  2. 77 FR 2351 - Agency Information Collection (Monthly Certification of On-the-Job and Apprenticeship Training...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-01-17

    ... Officer, OMB Human Resources and Housing Branch, New Executive Office Building, Room 10235, Washington, DC... Certification of On-the- Job and Apprenticeship Training): Activity Under OMB Review AGENCY: Veterans Benefits... abstracted below to the Office of Management and Budget (OMB) for review and comment. The PRA submission...

  3. Security, Dignity, Caring Relationships, and Meaningful Work: Needs Motivating Participation in a Job-Training Program

    ERIC Educational Resources Information Center

    Ayers, David F.; Miller-Dyce, Cherrel; Carlone, David

    2008-01-01

    Researchers asked 17 participants in a job-training program to describe their personal struggles following an economic restructuring. Examined through a critical theoretical lens, findings indicate that the learners enrolled in the program to reclaim security, dignity, meaningful work, and caring relationships. Program planners at community…

  4. Georgia's Workforce Development Pipeline: One District's Journey

    ERIC Educational Resources Information Center

    Williams, Melissa H.; Hufstetler, Tammy L.

    2011-01-01

    Launched in 2006, the Georgia Work Ready initiative seeks to improve the job training and marketability of Georgia's workforce and drive the state's economic growth. Georgia Work Ready is a partnership between the state and the Georgia Chamber of Commerce. Comprised of three components, Georgia's initiative focuses on job profiling, skills…

  5. Promoting job safety for workers with intellectual disabilities: the staying safe at work training curriculum.

    PubMed

    Dewey, Robin

    2011-01-01

    In the United States, approximately 125,000 people with disabilities are employed through Community Rehabilitation Programs in manufacturing, assembly, and service jobs. These jobs have significant hazards and, consequently, the workers are at risk of injury. Training that empowers workers to participate in prevention efforts can help reduce work-related injuries. In general this kind of health and safety training in the United States is limited. It is even more so for workers with intellectual disabilities, in part because there have not been programs for teaching individuals with cognitive challenges health and safety skills, adapted to their learning needs. This paper describes the development and promotion of the Staying Safe at Work curriculum of UC Berkeley's Labor Occupational Health Program, which is designed for use by support agencies and employers of workers with intellectual disabilities. The goal of this program is to teach these workers essential occupational safety and health skills in a manner they can understand.

  6. Teenage employment and career readiness.

    PubMed

    Greene, Kaylin M; Staff, Jeremy

    2012-01-01

    Most American youth hold a job at some point during adolescence, but should they work? This article presents a broad overview of teenage employment in the United States. It begins by describing which teenagers work and for how long and then focuses attention on the consequences (both good and bad) of paid work in adolescence. It then presents recent nationally representative data from the Monitoring the Future Study suggesting that limited hours of paid work do not crowd out developmentally appropriate after-school activities. A review of the literature also supports the idea that employment for limited hours in good jobs can promote career readiness and positive development. The article concludes with a discussion of the implications of youth work for practitioners and policymakers who are delivering career-related programming. Copyright © 2012 Wiley Periodicals, Inc., A Wiley Company.

  7. Financial management and job social skills training components in a summer business institute: a controlled evaluation in high achieving predominantly ethnic minority youth.

    PubMed

    Donohue, Brad; Conway, Debbie; Beisecker, Monica; Murphy, Heather; Farley, Alisha; Waite, Melissa; Gugino, Kristin; Knatz, Danielle; Lopez-Frank, Carolina; Burns, Jack; Madison, Suzanne; Shorty, Carrie

    2005-07-01

    Ninety-two adolescents, predominantly ethnic minority high school students, participated in a structured Summer Business Institute (SBI). Participating youth were randomly assigned to receive either job social skills or financial management skills training components. Students who additionally received the job social skills training component were more likely to recommend their employment agency to others than were youth who received the financial management component, rated their overall on-the-job work experience more favorably, and demonstrated higher scores in areas that were relevant to the skills that were taught in the job social skills workshops. The financial management component also appeared to be relatively effective, as youth who received this intervention improved their knowledge of financial management issues more than youth who received job social skills, and rated their workshops as more helpful in financial management, as well as insurance management. Future directions are discussed in light of these results.

  8. Proposed qualification requirements for selected railroad jobs

    DOT National Transportation Integrated Search

    1975-01-01

    This report proposes minimum safety-related knowledge, performance and training requirements for the jobs of railroad engineer, conductor, brakeman and train dispatchers. Analyses performed were primarily based upon job and task analytic documentatio...

  9. Work-Ready Testing: Education and Employability in Neoliberal Times

    ERIC Educational Resources Information Center

    Lakes, Richard

    2011-01-01

    Work-ready is used to measure employability levels among the working classes. This is the neoliberal era of human capital accounting, and global business pins its profits and losses on worker knowledge and job skills. Employers do not believe that school-based curriculums are capable of properly preparing future workers; and the paper diploma is…

  10. 20 CFR 628.535 - Limitations on job search assistance.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 20 Employees' Benefits 3 2011-04-01 2011-04-01 false Limitations on job search assistance. 628.535... UNDER TITLE II OF THE JOB TRAINING PARTNERSHIP ACT Program Design Requirements for Programs Under Title II of the Job Training Partnership Act § 628.535 Limitations on job search assistance. (a) General...

  11. 20 CFR 638.502 - Job Corps basic education program.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 20 Employees' Benefits 3 2012-04-01 2012-04-01 false Job Corps basic education program. 638.502 Section 638.502 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR JOB CORPS PROGRAM UNDER TITLE IV-B OF THE JOB TRAINING PARTNERSHIP ACT Center Operations § 638.502 Job Corps basic...

  12. 20 CFR 628.535 - Limitations on job search assistance.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 20 Employees' Benefits 3 2012-04-01 2012-04-01 false Limitations on job search assistance. 628.535... UNDER TITLE II OF THE JOB TRAINING PARTNERSHIP ACT Program Design Requirements for Programs Under Title II of the Job Training Partnership Act § 628.535 Limitations on job search assistance. (a) General...

  13. 20 CFR 638.409 - Placement and job development.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 20 Employees' Benefits 3 2011-04-01 2011-04-01 false Placement and job development. 638.409 Section 638.409 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR JOB CORPS PROGRAM UNDER TITLE IV-B OF THE JOB TRAINING PARTNERSHIP ACT Enrollment, Transfers, Terminations, and...

  14. 20 CFR 638.409 - Placement and job development.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false Placement and job development. 638.409 Section 638.409 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR JOB CORPS PROGRAM UNDER TITLE IV-B OF THE JOB TRAINING PARTNERSHIP ACT Enrollment, Transfers, Terminations, and...

  15. 20 CFR 638.409 - Placement and job development.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 20 Employees' Benefits 3 2012-04-01 2012-04-01 false Placement and job development. 638.409 Section 638.409 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR JOB CORPS PROGRAM UNDER TITLE IV-B OF THE JOB TRAINING PARTNERSHIP ACT Enrollment, Transfers, Terminations, and...

  16. Guide to the Job Training Partnership Act. Cumulative Analyses of the Law and Subsequent Policy Issuances. Installment #1.

    ERIC Educational Resources Information Center

    National Alliance of Business, Inc., Washington, DC.

    This guide is the first in a series of interpretive explanations of the Job Training Partnership Act (JTPA). It is designed to provide practitioners and business leaders involved in state and local employment and training programs with an understanding of how to implement the public-private partnership of JTPA. This first edition does the…

  17. Jobs for JOBS: Toward a Work-Based Welfare System. Occasional Paper 1993-1.

    ERIC Educational Resources Information Center

    Levitan, Sar A.; Gallo, Frank

    The Job Opportunities and Basic Skills (JOBS) program, a component of the 1988 Family Support Act, emphasizes education and occupational training for welfare recipients, but it has not provided sufficient corrective measures to promote work among recipients of Aid for Families with Dependent Children (AFDC). The most serious deficiency of JOBS is…

  18. Implementation of the Emergency Veterans' Job Training Act of 1983. Hearing before the Subcommittee on Education, Training, and Employment of the Committee on Veterans' Affairs, House of Representatives, Ninety-Ninth Congress, First Session. Serial No. 99-2.

    ERIC Educational Resources Information Center

    Congress of the U.S., Washington, DC. House Committee on Veterans' Affairs.

    This congressional hearing evaluates at the grassroots level the administration and effectiveness of laws enacted by Congress to assist veterans in obtaining job training and employment. Particular emphasis is placed on the implementation of the Emergency Veterans' Job Training Act of 1983, Public Law 98-77. Testimony includes statements from a…

  19. Disabled Veterans on the Job Front.

    ERIC Educational Resources Information Center

    Walker, Michael J.

    1978-01-01

    The Disabled Veterans Outreach Program (DVOP) administered by the Department of Labor's Employment and Training Administration arranges training and placement for disabled veterans in local job service offices. These employees then assist in placing other disabled veterans on jobs. Some typical DVOP success stories are described. (MF)

  20. Our Vocational Training Can Guarantee You the Job of a Lifetime. Consumer Bulletin No. 13.

    ERIC Educational Resources Information Center

    Federal Trade Commission, Washington, DC. Bureau of Consumer Protection.

    This guidebook cautions the potential vocational school student about the possibilities of false claims, poor training, and unreliable job promises from commercial trade, technical business, and correspondence schools. It points out what sort of things to look for and which claims to take seriously. Defenses against an aggressive sales pitch are…

  1. Jobs for Two Million Workers.

    ERIC Educational Resources Information Center

    VocEd, 1982

    1982-01-01

    The outlook for jobs in the computer industry is excellent for people with appropriate training. The shortage of computer personnel is expected to continue, resulting in higher wages, more job mobility, increasing job security and generally greater opportunities for two million Americans by 1990. (CT)

  2. An Evaluation of Washington State's Job Skills Program.

    ERIC Educational Resources Information Center

    Washington State Workforce Training and Education Coordinating Board, Olympia.

    The Job Skills Program (JSP) in Washington State provides job training customized to meet the needs of employers through partnerships of employers and training institutions. The JSP funds up to one-half the cost of training, with employers providing a match. Training can be provided for new employees, for upgrading employees receiving promotions,…

  3. Feasibility of Using Soccer and Job Training to Prevent Drug Abuse and HIV

    PubMed Central

    Rotheram-Borus, Mary Jane; Tomlinson, Mark; Durkin, Andrew; Baird, Kelly; DeCelles, Jeff; Swendeman, Dallas

    2016-01-01

    Background Many young, South African men use alcohol and drugs and have multiple partners, but avoid health care settings – the primary site for delivery of HIV intervention activities. Objectives To identify the feasibility of engaging men in HIV testing and reducing substance use with soccer and vocational training programs. Methods In two Cape Town neighborhoods, all unemployed men aged 18–25 years were recruited and randomized by neighborhood to: 1) an immediate intervention condition with access to a soccer program, random rapid diagnostic tests (RDT) for alcohol and drug use, and an opportunity to enter a vocational training program (n=72); or 2) a delayed control condition (n=70). Young men were assessed at baseline and six months later by an independent team. Results Almost all young men in the two neighborhoods participated (98%); 85% attended at least one practice (M = 42.3, SD= 34.4); 71% typically attended practice. Access to job training was provided to the 35 young men with the most on-time arrivals at practice, drug-free RDT, and no red cards for violence. The percentage of young men agreeing to complete RDT at soccer increased significantly over time; RDTs with evidence of alcohol and drug use decreased over time. At the pre-post assessments, the frequency of substance use decreased; and employment and income increased in the immediate condition compared to the delayed condition. HIV testing rates, health care contacts, sexual behaviors, HIV knowledge, condom use and attitudes towards women were similar over time. Discussion Alternative engagement strategies are critical pathways to prevent HIV among young men. This feasibility study shows that soccer and job training offer such an alternative, and suggest that a more robust evaluation of this intervention strategy be pursued. PMID:26837624

  4. Feasibility of Using Soccer and Job Training to Prevent Drug Abuse and HIV.

    PubMed

    Rotheram-Borus, Mary Jane; Tomlinson, Mark; Durkin, Andrew; Baird, Kelly; DeCelles, Jeff; Swendeman, Dallas

    2016-09-01

    Many young, South African men use alcohol and drugs and have multiple partners, but avoid health care settings-the primary site for delivery of HIV intervention activities. To identify the feasibility of engaging men in HIV testing and reducing substance use with soccer and vocational training programs. In two Cape Town neighborhoods, all unemployed men aged 18-25 years were recruited and randomized by neighborhood to: (1) an immediate intervention condition with access to a soccer program, random rapid diagnostic tests (RDT) for alcohol and drug use, and an opportunity to enter a vocational training program (n = 72); or (2) a delayed control condition (n = 70). Young men were assessed at baseline and 6 months later by an independent team. Almost all young men in the two neighborhoods participated (98 %); 85 % attended at least one practice (M = 42.3, SD = 34.4); 71 % typically attended practice. Access to job training was provided to the 35 young men with the most on-time arrivals at practice, drug-free RDT, and no red cards for violence. The percentage of young men agreeing to complete RDT at soccer increased significantly over time; RDTs with evidence of alcohol and drug use decreased over time. At the pre-post assessments, the frequency of substance use decreased; and employment and income increased in the immediate condition compared to the delayed condition. HIV testing rates, health care contacts, sexual behaviors, HIV knowledge, condom use and attitudes towards women were similar over time. Alternative engagement strategies are critical pathways to prevent HIV among young men. This feasibility study shows that soccer and job training offer such an alternative, and suggest that a more robust evaluation of this intervention strategy be pursued.

  5. Systematizing the Delivery of Local Employment and Training Services. The Job Center Technical Assistance Guide.

    ERIC Educational Resources Information Center

    Wisconsin State Dept. of Industry, Labor and Human Relations, Madison.

    This technical assistance guide was developed to consolidate a statewide understanding of the effort to systematize the delivery of employment and training programs through the local formation of job centers in Wisconsin, and to provide a compilation, drawn from 20 local models, that explains how the programs are delivered. The guide is organized…

  6. Effects of Goal Setting on Performance and Job Satisfaction

    ERIC Educational Resources Information Center

    Ivancevich, John M.

    1976-01-01

    Studied the effect of goal-setting training on the performance and job satisfaction of sales personnel. One group was trained in participative goal setting; one group was trained in assigned goal setting; and one group received no training. Both trained groups showed temporary improvements in performance and job satisfaction. For availability see…

  7. Knowledge Acquisition and Job Training for Advanced Technical Skills Using Immersive Virtual Environment

    NASA Astrophysics Data System (ADS)

    Watanuki, Keiichi; Kojima, Kazuyuki

    The environment in which Japanese industry has achieved great respect is changing tremendously due to the globalization of world economies, while Asian countries are undergoing economic and technical development as well as benefiting from the advances in information technology. For example, in the design of custom-made casting products, a designer who lacks knowledge of casting may not be able to produce a good design. In order to obtain a good design and manufacturing result, it is necessary to equip the designer and manufacturer with a support system related to casting design, or a so-called knowledge transfer and creation system. This paper proposes a new virtual reality based knowledge acquisition and job training system for casting design, which is composed of the explicit and tacit knowledge transfer systems using synchronized multimedia and the knowledge internalization system using portable virtual environment. In our proposed system, the education content is displayed in the immersive virtual environment, whereby a trainee may experience work in the virtual site operation. Provided that the trainee has gained explicit and tacit knowledge of casting through the multimedia-based knowledge transfer system, the immersive virtual environment catalyzes the internalization of knowledge and also enables the trainee to gain tacit knowledge before undergoing on-the-job training at a real-time operation site.

  8. Job-Related Training and Benefits for Individuals: A Review of Evidence and Explanations. OECD Education Working Papers, No. 19

    ERIC Educational Resources Information Center

    Hansson, Bo

    2008-01-01

    This paper reviews the literature on job-related training and the effects of these investments for different groups of individuals. The paper also elaborates on the theories, empirical explanations, and policy implications that can be drawn from these findings. Employer-provided training is by far the most important source of further education and…

  9. The DACUM Job Analysis Process.

    ERIC Educational Resources Information Center

    Dofasco, Inc., Hamilton (Ontario).

    This document explains the DACUM (Developing A Curriculum) process for analyzing task-based jobs to: identify where standard operating procedures are required; identify duplicated low value added tasks; develop performance standards; create job descriptions; and identify the elements that must be included in job-specific training programs. The…

  10. The Job-Oriented Approach to Beginning Accounting

    ERIC Educational Resources Information Center

    Spanswick, Ralph

    1976-01-01

    An instructional approach for high school students, based on employment opportunities, is described in four phases: exploring accounting jobs, the accounting cycle, job training, and job placement. (MS)

  11. 29 CFR 32.14 - Job qualifications.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 29 Labor 1 2014-07-01 2013-07-01 true Job qualifications. 32.14 Section 32.14 Labor Office of the... FINANCIAL ASSISTANCE Employment Practices and Employment Related Training Participation § 32.14 Job... appropriateness of all job qualifications to ensure that to the extent job qualifications tend to exclude...

  12. 29 CFR 32.14 - Job qualifications.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 29 Labor 1 2013-07-01 2013-07-01 false Job qualifications. 32.14 Section 32.14 Labor Office of the... FINANCIAL ASSISTANCE Employment Practices and Employment Related Training Participation § 32.14 Job... appropriateness of all job qualifications to ensure that to the extent job qualifications tend to exclude...

  13. 29 CFR 32.14 - Job qualifications.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 29 Labor 1 2010-07-01 2010-07-01 true Job qualifications. 32.14 Section 32.14 Labor Office of the... FINANCIAL ASSISTANCE Employment Practices and Employment Related Training Participation § 32.14 Job... appropriateness of all job qualifications to ensure that to the extent job qualifications tend to exclude...

  14. 29 CFR 32.14 - Job qualifications.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 29 Labor 1 2012-07-01 2012-07-01 false Job qualifications. 32.14 Section 32.14 Labor Office of the... FINANCIAL ASSISTANCE Employment Practices and Employment Related Training Participation § 32.14 Job... appropriateness of all job qualifications to ensure that to the extent job qualifications tend to exclude...

  15. 29 CFR 32.14 - Job qualifications.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 29 Labor 1 2011-07-01 2011-07-01 false Job qualifications. 32.14 Section 32.14 Labor Office of the... FINANCIAL ASSISTANCE Employment Practices and Employment Related Training Participation § 32.14 Job... appropriateness of all job qualifications to ensure that to the extent job qualifications tend to exclude...

  16. 77 FR 7242 - Agency Information Collection (Agreement To Train on the Job Disabled Veterans): Activity Under...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-02-10

    ..., OMB Human Resources and Housing Branch, New Executive Office Building, Room 10235, Washington, DC... (Agreement To Train on the Job Disabled Veterans): Activity Under OMB Review AGENCY: Veterans Benefits... to the Office of Management and Budget (OMB) for review and comment. The PRA submission describes the...

  17. [Application of problem-based learning in pre-job training of postgraduate students in department of endodontics].

    PubMed

    Shao, Li-na; Wang, Xue-mei; Qiu, Li-hong; Zhan, Fu-liang; Xue, Ming

    2013-08-01

    To apply problem-based learning (PBL) in pre-job training of postgraduate students in department of endodontics. Thirty master degree postgraduate students of China Medical University were randomly divided into 2 groups, there were 15 students in each group. One group were taught with PBL method while the other group with lecture-based learning (LBL) method. The teaching effect was measured with examination and questionnaire survey. The data were analyzed by student's t-test using SPSS 11.5 software package. There was no significant difference in basic knowledge, medical records writing, oral examination between the two groups (P>0.05). There were significant differences in case analysis, dental operation, theory examination, practical examination and total scores between the two groups (P<0.05). The PBL method was welcomed by master degree postgraduate students. The abilities of postgraduate students can be developed by PBL method in different aspects. PBL achieves satisfactory teaching effect, and can be applied in pre-job training of postgraduate students.

  18. Fuel Price Effects on Readiness

    DTIC Science & Technology

    2014-05-01

    While fuel purchases represent only about 2.5 percent of the Department’s budget, there is large variation among the Services. In Fiscal Year (FY...Training pillar were used as the primary quantitative measures of readiness in this paper. Level of training can be measured using operating tempo (OPTEMPO...CA: Naval Post Graduate School, 1989), http://oai.dtic.mil/oai/oai?verb=getRecord&metadataPrefix=html&identifier =ADA219807; Lawrence Goldberg

  19. Oversight--Job Training Partnership Act. Hearing before the Subcommittee on Employment and Productivity of the Committee on Labor and Human Resources, United States Senate, Ninety-Eighth Congress, Second Session on Oversight on Problems Encountered in the Implementation of the Job Training Partnership Act (Jackson, Mississippi).

    ERIC Educational Resources Information Center

    Congress of the U.S., Washington, DC. Senate Committee on Labor and Human Resources.

    This Congressional report contains prepared statements presented at a hearing held in Mississippi to assess local and statewide implementation of the Job Training Partnership Act (JTPA). The focus of the hearing was on state-level administration and assessment of the program, strategies for linking education and training systems, and employers and…

  20. Consumer Guide New Job Opportunities for Women.

    ERIC Educational Resources Information Center

    Lederer, Muriel; And Others

    Combining actual interviews with job information, the author explores current job opportunities for women without college degrees who are entering the job market for the first time, returning to work, or changing positions. The book supplies the reader with guidelines on locating job openings, obtaining inexpensive job training, and advancing up…

  1. Education for Jobs; The Great Training Robbery.

    ERIC Educational Resources Information Center

    Berg, Ivar

    Dr. Berg's study, based on extensive data, challenges some conventional assumptions about the relationship between education and jobs--many workers are overeducated for their jobs; salaries are not necessarily closely related to education; many teachers and social workers earn less than plumbers and professional athletes; an employee's…

  2. Critical Thinking Disposition of Nurse Practitioners in Taiwan.

    PubMed

    Hsu, Hsiu-Ying; Chang, Shu-Chen; Chang, Ai-Ling; Chen, Shiah-Lian

    2017-09-01

    Critical thinking disposition (CTD) is crucial for nurse practitioners who face complex patient care scenarios. This study explored the CTD of nurse practitioners and related factors. The study was a cross-sectional descriptive design. A purposive sample was recruited from a medical center and its hospital branches in central Taiwan. A structured questionnaire was used to collect data from 210 nurse practitioners. The participants obtained the highest average score on systematicity and analyticity. CTD had a significant positive correlation with fundamental knowledge readiness, professional knowledge readiness, and confidence in making clinical decisions. Professional knowledge readiness, education level, and on-the-job training predicted the score of the participants on overall CTD. On-the-job training and education level may influence the CTD of nurse practitioners. Providing formal or on-the-job continuing education training to nurse practitioners may help enhance their CTD. J Contin Educ Nurs. 2017;48(9):425-430. Copyright 2017, SLACK Incorporated.

  3. 20 CFR 1010.210 - In which Department job training programs do covered persons receive priority of service?

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ...) Any such program or service that uses technology to assist individuals to access workforce development programs (such as job and training opportunities, labor market information, career assessment tools, and... program; any workforce development program targeted to specific groups; and those programs implemented by...

  4. 20 CFR 1010.210 - In which Department job training programs do covered persons receive priority of service?

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ...) Any such program or service that uses technology to assist individuals to access workforce development programs (such as job and training opportunities, labor market information, career assessment tools, and... program; any workforce development program targeted to specific groups; and those programs implemented by...

  5. A Program for Job Related Reading Training.

    ERIC Educational Resources Information Center

    Fox, Lynn C.; Sticht, Thomas G.

    A functional job-related reading program was developed to cope with literacy problems of Army personnel; the program involves students who work individually on instructional worksheets in six main modules, each designed to teach a specific job-related reading task. This paper presents an overview of background research for the program, which was…

  6. On-the-Job and Apprenticeship Training Programs. Hearing before the Subcommittee on Education, Training and Employment of the Committee on Veterans' Affairs. House of Representatives, Ninety-Eighth Congress, First Session.

    ERIC Educational Resources Information Center

    Congress of the U.S., Washington, DC. House Committee on Veterans' Affairs.

    This congressional report contains testimony dealing with on-the-job and apprenticeship training programs. More specifically, the testimony focused on the employment problems, educational and training needs, and programs available to assist unemployed as well as underemployed Vietnam era veterans. Included among those agencies and organizations…

  7. Exploring employer job requirements: An analysis of pharmacy job announcements.

    PubMed

    Wheeler, James S; Ngo, Tien; Cecil, Jasmine; Borja-Hart, Nancy

    Postgraduate training, dual degrees, and board certifications are credentials viewed by academic pharmacy communities and professional organizations as positive assets for those seeking pharmacist jobs; however, a key question merits further investigation: do these views match employer expectations? The primary objective of this study was to identify the most common qualifications employers require as stated in job advertisements. Pharmacist job postings from the aggregate jobs website Indeed.com were evaluated for the 20 largest metropolitan areas in the United States. Search criteria included: pharmacist, full-time, and within a 50-mile radius of the metropolitan area. Positions were excluded if they were not pharmacist specific, did not require a pharmacy degree, were part-time, or were temporary. Required and preferred qualifications were collected in the following categories: practice type, experience needed, training, certification, and desired skills. Six hundred and eleven of 1356 postings met inclusion criteria. Positions were classified as community (113), health-system (264), industry (149), academia (9), or other (76). Four hundred and six (66.4%) required a minimum of a Bachelor's of Pharmacy degree, while 174 (28.4%) required a Doctor of Pharmacy degree. Experience was required for 467 positions (range of 6 months to 14 years). Postgraduate training was required for 73 positions (66 residency/7 fellowship). One job required a Master's degree, type unspecified. BPS certifications were required for 7 positions (1.1%) and preferred for 22 positions (3.6%). Certifications and skills most required by employers were verbal and written skills (248), Microsoft Office proficiency (93), immunization certifications (51), and Basic Life Support/Cardiopulmonary Resuscitation certifications (37). Postgraduate training, dual degrees, and board certification were not significant factors in the qualification criteria for the positions identified. The qualifications

  8. 23 CFR 230.111 - Implementation of special requirements for the provision of on-the-job training.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 23 Highways 1 2014-04-01 2014-04-01 false Implementation of special requirements for the provision of on-the-job training. 230.111 Section 230.111 Highways FEDERAL HIGHWAY ADMINISTRATION, DEPARTMENT... exempt from the minimum wage rate provisions of section 113 of title 23 U.S.C. Approval, however, shall...

  9. 23 CFR 230.111 - Implementation of special requirements for the provision of on-the-job training.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 23 Highways 1 2013-04-01 2013-04-01 false Implementation of special requirements for the provision of on-the-job training. 230.111 Section 230.111 Highways FEDERAL HIGHWAY ADMINISTRATION, DEPARTMENT... exempt from the minimum wage rate provisions of section 113 of title 23 U.S.C. Approval, however, shall...

  10. 38 CFR 61.80 - General operation requirements for supportive housing and service centers.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ..., job training and job placement services (including job readiness, job counseling, and literacy and... to be provided; and (4) Contacts for specific information and changes. (Authority: 38 U.S.C. 501... information collection requirements in this section under control number 2900-0554) [68 FR 13594, Mar. 19...

  11. 38 CFR 61.80 - General operation requirements for supportive housing and service centers.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ..., job training and job placement services (including job readiness, job counseling, and literacy and... to be provided; and (4) Contacts for specific information and changes. (Authority: 38 U.S.C. 501... information collection requirements in this section under control number 2900-0554) [68 FR 13594, Mar. 19...

  12. Problems in air traffic management. III., Implications of age for training and job performance of air traffic controllers.

    DOT National Transportation Integrated Search

    1962-02-01

    The relationships between chronological age upon entry into ATC training and school and job performance were examined in five samples of air traffic controller trainees. The data confirm conclusively the existence of an inverse relationship such that...

  13. 20 CFR 1010.210 - In which Department job training programs do covered persons receive priority of service?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ...) Any such program or service that uses technology to assist individuals to access workforce development programs (such as job and training opportunities, labor market information, career assessment tools, and..., One-Stop Career Centers, the Workforce Investment Act of 1998, a demonstration or other temporary...

  14. Job Fairs, Recruitments, and Workshops

    Science.gov Websites

    :30 am to 12:30 pm Midtown Job Center 3301 Eagle St. YK Delta MASST Orientations Regular Sessions Mature Alaskans Seeking Skills Training YK Delta Job Center - 460 Ridgecrest Drive, Suite 112 For more , Anchorage, Fairbanks YK Delta (Bethel) - Job Center Workshops Regular sessions YK Delta (Bethel) 460

  15. Coalition readiness management system preliminary interoperability experiment (CReaMS PIE)

    NASA Astrophysics Data System (ADS)

    Clark, Peter; Ryan, Peter; Zalcman, Lucien; Robbie, Andrew

    2003-09-01

    The United States Navy (USN) has initiated the Coalition Readiness Management System (CReaMS) Initiative to enhance coalition warfighting readiness through advancing development of a team interoperability training and combined mission rehearsal capability. It integrates evolving cognitive team learning principles and processes with advanced technology innovations to produce an effective and efficient team learning environment. The JOint Air Navy Networking Environment (JOANNE) forms the Australian component of CReaMS. The ultimate goal is to link Australian Defence simulation systems with the USN Battle Force Tactical Training (BFTT) system to demonstrate and achieve coalition level warfare training in a synthetic battlespace. This paper discusses the initial Preliminary Interoperability Experiment (PIE) involving USN and Australian Defence establishments.

  16. Marine Corps Readiness: The Costs of First-Term Dependency

    DTIC Science & Technology

    2000-01-01

    Marines always get the job done, and the Marines are the masters of unfailing alchemy which converts unoriented youths into proud, self-reliant...especially in localities with high off base housing costs. Finances and housing problems are at the root of many other problems which service...Marine Corps Readiness: The Cost of First-Term Dependency CSC 2000 Subject Area – Manpower Table of Contents Page DISCLAIMER

  17. Safety training priorities

    NASA Astrophysics Data System (ADS)

    Thompson, N. A.; Ruck, H. W.

    1984-04-01

    The Air Force is interested in identifying potentially hazardous tasks and prevention of accidents. This effort proposes four methods for determining safety training priorities for job tasks in three enlisted specialties. These methods can be used to design training aimed at avoiding loss of people, time, materials, and money associated with on-the-job accidents. Job tasks performed by airmen were measured using task and job factor ratings. Combining accident reports and job inventories, subject-matter experts identified tasks associated with accidents over a 3-year period. Applying correlational, multiple regression, and cost-benefit analysis, four methods were developed for ordering hazardous tasks to determine safety training priorities.

  18. Instructional Skills for On-the-Job Training and Experiential Learning: An Empirical Study of Japanese Firms

    ERIC Educational Resources Information Center

    Matsuo, Makoto

    2014-01-01

    Despite the effectiveness of on-the-job training (OJT), few systematic empirical studies have been conducted on how OJT trainers instruct trainees in firms. The primary goal of this study was to investigate the characteristics of the trainer's instructional skills for OJT using survey data collected from 715 employees covering 22 firms. Results…

  19. Michigan Community Colleges Job Training and Retraining Investment Fund. 1983-84 Investment Fund Projects: Impact Statement.

    ERIC Educational Resources Information Center

    Michigan Community Colleges Economic Development and Job Training Network, Ann Arbor.

    This report assesses the impact on Michigan's 29 community colleges of projects funded in 1983-84 through the Community College Job Training and Retraining Investment Fund, a program for funding the state's community colleges so that they will contribute to the economic rehabilitation and development of Michigan. Part I details the financial…

  20. College and Career Ready: Helping All Students Succeed beyond High School

    ERIC Educational Resources Information Center

    Conley, David T.

    2010-01-01

    "College and Career Ready" offers educators a blueprint for improving high school so that more students are able to excel in freshman-level college courses or entry-level jobs-laying a solid foundation for lifelong growth and success. The book is filled with detailed, practical guidelines and case descriptions of what the best high…

  1. 45 CFR 287.120 - What work activities may be provided under the NEW Program?

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... Program? 287.120 Section 287.120 Public Welfare Regulations Relating to Public Welfare OFFICE OF FAMILY ASSISTANCE (ASSISTANCE PROGRAMS), ADMINISTRATION FOR CHILDREN AND FAMILIES, DEPARTMENT OF HEALTH AND HUMAN..., alternative education, post secondary education, job readiness activity, job search, job skills training...

  2. 45 CFR 287.120 - What work activities may be provided under the NEW Program?

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... Program? 287.120 Section 287.120 Public Welfare Regulations Relating to Public Welfare OFFICE OF FAMILY ASSISTANCE (ASSISTANCE PROGRAMS), ADMINISTRATION FOR CHILDREN AND FAMILIES, DEPARTMENT OF HEALTH AND HUMAN..., alternative education, post secondary education, job readiness activity, job search, job skills training...

  3. 45 CFR 287.120 - What work activities may be provided under the NEW Program?

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... Program? 287.120 Section 287.120 Public Welfare Regulations Relating to Public Welfare OFFICE OF FAMILY ASSISTANCE (ASSISTANCE PROGRAMS), ADMINISTRATION FOR CHILDREN AND FAMILIES, DEPARTMENT OF HEALTH AND HUMAN..., alternative education, post secondary education, job readiness activity, job search, job skills training...

  4. Private Industry Councils: Examining Their Mission under the Job Training Partnership Act. Special Report Number 35.

    ERIC Educational Resources Information Center

    National Commission for Employment Policy (DOL), Washington, DC.

    A number of findings and recommendations regarding the mission of Private Industry Councils (PICs) under the Job Training Partnership ACT (JTPA) were developed based on information collected in several ways: a focus group of PICs, roundtable discussions held nationwide with staff from nearly 100 PICs in 45 states, and canvasses of more than 200…

  5. Work readiness tools for young adults with chronic conditions.

    PubMed

    Metzinger, Courtney; Berg, Christine

    2015-01-01

    Young adults with chronic health conditions can experience barriers to work performance, ability, and their present and future worker roles. Work readiness resources can expand individuals' work skills, abilities, and interests. Five work readiness tools are presented (1) building an occupational profile, (2) generating environmental strategies, (3) on-the-job strategy use, and exploration of online tools (4) O*NET® and (5) O*NET® Interest Profiler, along with two theories (Knowles's Andragogy and Lawton's Ecological Model) to guide tool use. Use of these tools can assist young adults to better manage their health and expand their vocational identities for success at work. These approaches and tools support health professionals, community partners, and vocational organizations in their efforts to help young adults with chronic conditions.

  6. 78 FR 61397 - Stand Down Grant Requests; Extension of Availability of Funds

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-10-03

    ... training, counseling, and placement services (including job readiness and literacy and skills training) to... Training (DVET) for your state. You will find address and contact information for DVET(s) at http://www.dol...

  7. Job Training for the Homeless: Report on Demonstration's First Year. Research and Evaluation Report Series 91-F.

    ERIC Educational Resources Information Center

    Bailis, Lawrence N.; And Others

    An interim evaluation analyzed the first year of operation of the Job Training for the Homeless Demonstration Program (JTHDP). Data were collected from quarterly progress reports and evaluation reports submitted by 32 local JTHDP projects. The projects exceeded planned levels of clients served and achieved other positive outcomes, including…

  8. Weatherization and Intergovernmental Program - Portal to New Jobs in Home Weatherization (Green Jobs)

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    None

    2010-04-01

    Expanding training opportunities in the weatherization of buildings will accelerate learning and provide a direct path for many Americans to find jobs in the clean energy field. The National Weatherization Training Portal (NWTP), which is now in the final stages of testing, features multi-media, interactive, self-paced training modules.

  9. Job Skills Program Biennial Report 1985-1987.

    ERIC Educational Resources Information Center

    Washington State Board for Vocational Education, Olympia.

    The Washington State Job Skills Program (JSP) was established by the legislature in 1983 as an economic development incentive to provide customized, quick-start training to meet the employment needs of new or expanding businesses in the state. Funds are granted to public and private educational institutions to train people for new jobs, prepare…

  10. Job Training Partnership Act: Participants, Services, and Outcomes. Statement before the Committee on Education and Labor, United States House of Representatives.

    ERIC Educational Resources Information Center

    Thompson, Lawrence H.

    The U.S. General Accounting Office studied the characteristics of individual participants in training provided by the Job Training Partnership Act (JTPA), the kinds and intensity of services they received, and the occupations in which they were employed after leaving the program. Visits to 63 randomly selected service delivery areas provided…

  11. Assessing Changes in Job Behavior Due to Training: A Guide to the Participant Action Plan Approach.

    ERIC Educational Resources Information Center

    Office of Personnel Management, Washington, DC.

    This guide provides a brief introduction to the Participant Action Plan Approach (PAPA) and a user's handbook. Part I outlines five steps of PAPA which determine how job behavior is changed by training course or program participation. Part II, the manual, is arranged by the five steps of the PAPA approach. Planning for PAPA discusses making…

  12. Installation Restoration Program Decision Document. Site 15. Alpena Combat Readiness Training Center, Michigan Air National Guard, Alpena County Regional Airport, Alpena, Michigan.

    DTIC Science & Technology

    1996-05-01

    This Decision Document (DD) supports the no further action alternative for Site 15 - Oiled Roads at the Alpena Combat Readiness Training Center (CRTC...in Alpena , Michigan. The purpose of the DD is to summarize the existing data for the site and describe the Air National Guard’s rational for selecting the no further action alternative.

  13. 20 CFR 638.503 - Vocational training.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR JOB CORPS PROGRAM UNDER TITLE IV-B OF THE JOB TRAINING PARTNERSHIP ACT Center Operations § 638.503 Vocational training. (a) Each... training programs offered at individual centers will be subject to the approval of the Job Corps Director...

  14. Training and Jobs Programs in Action: Case Studies in Private-Sector Initiatives for the Hard-to-Employ.

    ERIC Educational Resources Information Center

    Robison, David

    This book contains fifty-three case studies covering a wide variety of private-sector activities and public-private partnerships designed to increase training and employment opportunities for the hard-to-employ and speed the transition of the unemployed from government support and subsidized jobs to permanent private employment. Compiled from a…

  15. Vocational Education, On-the-Job Training, and Labour Market Integration of Young Workers in Urban West Africa

    ERIC Educational Resources Information Center

    Nordman, Christophe J.; Pasquier-Doumer, Laure

    2014-01-01

    Young people in Africa encounter many difficulties in entering the labour market and in searching for decent and productive jobs. Research on the links between formal education and vocational training and their economic returns are especially crucial in understanding the inadequate demand for their labour. This article presents evidence based on…

  16. Job sharing at a children's hospital: evaluation by medical staff.

    PubMed

    Valentine, J P; Martin, C J

    1996-01-13

    To evaluate job sharing for registrars at Princess Margaret Hospital for Children, Perth, by seeking responses from members of the relevant medical teams. A questionnaire was sent to all 126 medical staff within the hospital (and three managers in medical administration) asking their views on job sharing for registrars. Whether job sharing should continue, who should do it, at what stage of training, and the effects on patient care. Among the 77 respondents (60%) there was broad support for the continuation of job sharing at the hospital: only 5 of 37 consultants and 2 of 19 non-job sharing registrars rejected the idea (with a further 4 consultants uncertain). 43% Of the consultants who had worked with job sharing registrars thought continuity of care was adversely affected. The committee for physician training of the Royal Australasian College of Physicians emphasises that advanced training should be flexible, with a wide range of opportunities for individuals to plan an appropriate training programme in line with their personal goals. This study has shown that job sharing for registrars at Princess Margaret Hospital for Children allows this choice. Action on concerns over any adverse effects on patient care should resolve any persisting disquiet.

  17. Advanced training systems

    NASA Technical Reports Server (NTRS)

    Savely, Robert T.; Loftin, R. Bowen

    1990-01-01

    Training is a major endeavor in all modern societies. Common training methods include training manuals, formal classes, procedural computer programs, simulations, and on-the-job training. NASA's training approach has focussed primarily on on-the-job training in a simulation environment for both crew and ground based personnel. NASA must explore new approaches to training for the 1990's and beyond. Specific autonomous training systems are described which are based on artificial intelligence technology for use by NASA astronauts, flight controllers, and ground based support personnel that show an alternative to current training systems. In addition to these specific systems, the evolution of a general architecture for autonomous intelligent training systems that integrates many of the features of traditional training programs with artificial intelligence techniques is presented. These Intelligent Computer Aided Training (ICAT) systems would provide much of the same experience that could be gained from the best on-the-job training.

  18. Evaluation of a systematic career coaching program for medical students in Korea using the Career Readiness Inventory

    PubMed Central

    2018-01-01

    Purpose The purpose of this study was to implement a systematic career coaching program for medical students and to evaluate its effectiveness. Methods First-year medical students of Konyang University College of Medicine took part in the FLEX Mentoring II: Career Coaching Program from September to December in 2016 and 2017. This program included 16 weekly sessions, comprising a total of 32 hours. The students took the Career Readiness Inventory before and after the program, as a pre- and post-test of the program. Data from 100 students were used (46 students in 2016, 54 students in 2017) for the evaluation. Results Medical students’ career readiness pre-test was rated as medium. In particular, many students were at a low level in terms of ‘support from colleagues and peers’ (53.0%), ‘career decision’ (48.0%), and ‘efforts for job preparation’ (60.0%). After 16 sessions of a systematic career coaching program, their career readiness level showed a significant increase except for ‘career decision’ (t= 4.242, P= 0.001) and ‘independence’ (t= 0.731, P= 0.466), a sub-factor of ‘career maturity.’ Conclusion The career readiness level of medical students was not sufficiently high. However, a semester of educational training in a systematic career coaching program helped the students to be better prepared for their career. In particular, the significant reduction in the ‘career decision’ variable after the program can be interpreted as indicating that the students changed their behavior to explore and approach their career more seriously and carefully, which also underscores the need for the implementation of career coaching programs in medical schools. PMID:29665629

  19. Job Performance Tests for CH-53E Helicopter Mechanics. Volume 2: Administrative Duties and Job Knowledge Tests

    DTIC Science & Technology

    1992-01-01

    SUBTmI.E 5 FU.NDING NUMBERS Job Performance Tests for CII-53E Helicopter Miechanacs - Volume I1: Admiutstrative Duties and Job Knowlede Tests C - N...performance measures to Marine Corps personnel managers . training instructors, and interested researchers who may find them useful. This work comprises...Corps personnel managers , training instructors, and interested researchers who may find them useful. 3. This work comprises two parts: volume I

  20. Training System Device Certification and Qualification Process

    DTIC Science & Technology

    2013-09-01

    Engineering IPT Integrated Product Team ISD Instructional Systems Development ISEO In-Service Engineering Office KSAs Knowledge, Skills, and Attributes...Plan TES Tactical Engagement Simulation TPM Training Pipeline Managers T&R Training and Readiness TRR Test Readiness Review TS Training System...NAWCTSD) is the Navy’s source for a full range of innovative products and services that provide complete training solutions. This includes

  1. High-Skill, High-Wage Jobs. AVA's Guide to More than 50 Top Careers and the Education and Training You'll Need to Land Them.

    ERIC Educational Resources Information Center

    Amundson, Kristen J.

    This book, which was written for students, explains the education and training needed to obtain one of the 50 most appealing and best-paying jobs today. Jobs are grouped into these categories: business services; communications; computer technology; construction; health care; manufacturing and production; mechanics, installers, and repairers;…

  2. Heuristic methods for the single machine scheduling problem with different ready times and a common due date

    NASA Astrophysics Data System (ADS)

    Birgin, Ernesto G.; Ronconi, Débora P.

    2012-10-01

    The single machine scheduling problem with a common due date and non-identical ready times for the jobs is examined in this work. Performance is measured by the minimization of the weighted sum of earliness and tardiness penalties of the jobs. Since this problem is NP-hard, the application of constructive heuristics that exploit specific characteristics of the problem to improve their performance is investigated. The proposed approaches are examined through a computational comparative study on a set of 280 benchmark test problems with up to 1000 jobs.

  3. Interval Training

    MedlinePlus

    Healthy Lifestyle Fitness Interval training can help you get the most out of your workout. By Mayo Clinic Staff Are you ready to shake ... spending more time at the gym? Consider aerobic interval training. Once the domain of elite athletes, interval training ...

  4. Skill Deterioration and Retraining Needs of Navy Individual Ready Reservists. Technical Report 86-007.

    ERIC Educational Resources Information Center

    Hall, Eugene R.; And Others

    Skill deterioration and retraining needed to support mobilization were determined for Individual Ready Reservists (IRRs) in 16 critical Navy ratings. Mailed questionnaire were used to obtain job performance information (tasks performed and proficiency associated with their performance) from IRRs and active duty personnel. Skill deterioration was…

  5. Change-readiness of the blind: a hospital based study in a coastal town of South India.

    PubMed

    Shetty, Ramya; Kulkarni, Uma D

    2014-01-01

    Blindness is a devastating condition with psychosocial and economic effects. The shortcomings result in a burden to the blind person, the family and society. Rehabilitation of the blind can transform their lives. The aim of this study was to assess the "change-readiness" of the blind to undergo a "change-management". The study was a semi-structured pre-tested questionnaire-based study of 50 blind subjects in a medical college hospital. The blind participants were assessed for depression using the Beck Depression Inventory II, for the perceived effect of blindness on family, social life and occupation. The participants were counseled to undergo psychiatric management, vocational training, use blind aids and learn Braille. The willingness of the participants with reasons was assessed using a verbal analogue scale. Pearson Chi-square test, ANOVA and the t-test were used for statistical analysis. Over two-thirds of the subjects were depressed. Family life, social life and occupation were perceived to be affected by 44%, 66% and 74%, respectively. Change-readiness scores were low for low vision and blind aids, vocational training, psychiatric management, change of job and learning Braille. The low score was due to the associated taboo, dependence, lack of skills, embarrassment, etc., The most valuable feature was the family cohesiveness. The results suggest that there is a need to modify health policy to include blind rehabilitation, to improve visibility of blind rehabilitation centers, to include family members and co-professionals while managing the blind so that we treat the "blind person" and not a "pair of blind eyes".

  6. Technical Training Skills Needs of Youth for Sustainable Job Security in Rice Production in Ebonyi State, Nigeria

    ERIC Educational Resources Information Center

    Edu, Chukwuma Nwofe; Ogba, Ernest Ituma

    2016-01-01

    The study identifies technical training skills needs of youth for sustainable job security in rice production in Ebonyi State, Nigeria. This study was carried out in secondary schools in three educational zones in Ebonyi State, Nigeria. Ebonyi state is one of the states in the southeast geopolitical zone in Nigeria. Descriptive survey design was…

  7. The effects of emotional intelligence training on the job performance of Australian aged care workers.

    PubMed

    Karimi, Leila; Leggat, Sandra G; Bartram, Timothy; Rada, Jiri

    2018-05-09

    Emotional intelligence (EI) training is popular among human resource practitioners, but there is limited evidence of the impact of such training on health care workers. In the current article, we examine the effects of EI training on quality of resident care and worker well-being and psychological empowerment in an Australian aged care facility. We use Bar-On's (1997) conceptualization of EI. We used a quasiexperimental design in 2014-2015 with experimental (training) and control (nontraining) groups of 60 participants in each group in two geographically separate facilities. Our final poststudy sample size was 27 participants for the training group and 17 participants for the control group. Over a 6-month period, we examined whether staff improved their well-being, psychological empowerment, and job performance measured as enhanced quality of care (self-rated and client-rated) by applying skills in EI. The results showed significant improvement among workers in the training group for EI scores, quality of care, general well-being, and psychological empowerment. There were no significant differences for the control group. Through examining the impact of EI training on staff and residents of an aged care facility, we demonstrate the benefits of EI training for higher quality of care delivery. This study demonstrates the practical process through which EI training can improve the work experiences of aged care workers, as well as the quality of care for residents.

  8. Hollowing Out: Job Loss, Job Growth and Skills for the Future. Education and Training

    ERIC Educational Resources Information Center

    Halbert, Hannah C.; Krueger, Tim

    2011-01-01

    This report examines Ohio's changing economy and whether Ohio is well positioned to meet the shifting skill demand. After examining job losses and job growth projections by sector and education attainment, findings revealed that Ohio has a projected education attainment gap for workers with some post-secondary education but less than a college…

  9. Emotional Intelligence and Job Satisfaction

    NASA Astrophysics Data System (ADS)

    Hosseinian, Simin; Yazdi, Seyedeh-Monavar; Zahraie, Shaghayegh; Fathi-Ashtiani, Ali

    This study aims to investigate the effect of training some aspects of Emotional Intelligence (EI) on job satisfaction and productivity of employees. The results can help organizations to realize human capabilities and the way to improve them by paying more attention to psychological issues. We used a quasi-experimental method using a pre-test and a post-test designed with control group and a four-month follow-up. Study population consists of employees of Marine Installations and Construction Company. Considering variables like age, education and job rank, we selected 28 employees who earned the lowest score for EI. They were then randomly assigned to experimental and control groups. Each employee got job satisfaction and productivity questionnaires and their managers were given employee evaluation questionnaire. Then some aspects of EI were taught to the experimental group once a week for 10 sessions. Four months later, both groups were evaluated by managers. The results show that education did not increase employees` job satisfaction nor did it improve managers` evaluation. However, employees` productivity score after training sessions and managers` evaluation improved in the long run. The results reveal that training EI by further controlling the above-mentioned variables is effective and essential to improve human resources.

  10. Physician job satisfaction related to actual and preferred job size.

    PubMed

    Schmit Jongbloed, Lodewijk J; Cohen-Schotanus, Janke; Borleffs, Jan C C; Stewart, Roy E; Schönrock-Adema, Johanna

    2017-05-11

    Job satisfaction is essential for physicians' well-being and patient care. The work ethic of long days and hard work that has been advocated for decades is acknowledged as a threat for physicians' job satisfaction, well-being, and patient safety. Our aim was to determine the actual and preferred job size of physicians and to investigate how these and the differences between them influence physicians' job satisfaction. Data were retrieved from a larger, longitudinal study among physicians starting medical training at Groningen University in 1982/83/92/93 (N = 597). Data from 506 participants (85%) were available for this study. We used regression analysis to investigate the influence of job size on physicians' job satisfaction (13 aspects) and ANOVA to examine differences in job satisfaction between physicians wishing to retain, reduce or increase job size. The majority of the respondents (57%) had an actual job size less than 1.0 FTE. More than 80% of all respondents preferred not to work full-time in the future. Respondents' average actual and preferred job sizes were .85 FTE and .81 FTE, respectively. On average, respondents who wished to work less (35% of respondents) preferred a job size reduction of 0.18 FTE and those who wished to work more (12%) preferred an increase in job size of 0.16 FTE. Job size influenced satisfaction with balance work-private hours most (β = -.351). Physicians who preferred larger job sizes were - compared to the other groups of physicians - least satisfied with professional accomplishments. A considerable group of physicians reported a gap between actual and preferred job size. Realizing physicians' preferences as to job size will hardly affect total workforce, but may greatly benefit individual physicians as well as their patients and society. Therefore, it seems time for a shift in work ethic.

  11. The Applicability of Undergraduate Education in Jobs.

    ERIC Educational Resources Information Center

    Riley, Stephen T.

    1982-01-01

    A study to determine the applicability of undergraduate education in jobs and to evaluate some of the benefits accruing to a college educated person in the labor force is discussed. The relationship between the usefulness of college training in jobs and levels of job satisfaction and income is examined. (Author/MLW)

  12. Virtual reality adaptive stimulation of limbic networks in the mental readiness training.

    PubMed

    Cosić, Kresimir; Popović, Sinisa; Kostović, Ivica; Judas, Milos

    2010-01-01

    A significant proportion of severe psychological problems in recent large-scale peacekeeping operations underscores the importance of effective methods for strengthening the stress resilience. Virtual reality (VR) adaptive stimulation, based on the estimation of the participant's emotional state from physiological signals, may enhance the mental readiness training (MRT). Understanding neurobiological mechanisms by which the MRT based on VR adaptive stimulation can affect the resilience to stress is important for practical application in the stress resilience management. After the delivery of a traumatic audio-visual stimulus in the VR, the cascade of events occurs in the brain, which evokes various physiological manifestations. In addition to the "limbic" emotional and visceral brain circuitry, other large-scale sensory, cognitive, and memory brain networks participate with less known impact in this physiological response. The MRT based on VR adaptive stimulation may strengthen the stress resilience through targeted brain-body interactions. Integrated interdisciplinary efforts, which would integrate the brain imaging and the proposed approach, may contribute to clarifying the neurobiological foundation of the resilience to stress.

  13. Job design, employment practices and well-being: a systematic review of intervention studies.

    PubMed

    Daniels, Kevin; Gedikli, Cigdem; Watson, David; Semkina, Antonina; Vaughn, Oluwafunmilayo

    2017-09-01

    There is inconsistent evidence that deliberate attempts to improve job design realise improvements in well-being. We investigated the role of other employment practices, either as instruments for job redesign or as instruments that augment job redesign. Our primary outcome was well-being. Where studies also assessed performance, we considered performance as an outcome. We reviewed 33 intervention studies. We found that well-being and performance may be improved by: training workers to improve their own jobs; training coupled with job redesign; and system wide approaches that simultaneously enhance job design and a range of other employment practices. We found insufficient evidence to make any firm conclusions concerning the effects of training managers in job redesign and that participatory approaches to improving job design have mixed effects. Successful implementation of interventions was associated with worker involvement and engagement with interventions, managerial commitment to interventions and integration of interventions with other organisational systems. Practitioner Summary: Improvements in well-being and performance may be associated with system-wide approaches that simultaneously enhance job design, introduce a range of other employment practices and focus on worker welfare. Training may have a role in initiating job redesign or augmenting the effects of job design on well-being.

  14. e-Health readiness assessment factors and measuring tools: A systematic review.

    PubMed

    Yusif, Salifu; Hafeez-Baig, Abdul; Soar, Jeffrey

    2017-11-01

    The evolving, adoption and high failure nature of health information technology (HIT)/IS/T systems requires effective readiness assessment to avert increasing failures while increasing system benefits. However, literature on HIT readiness assessment is myriad and fragmented. This review bares the contours of the available literature concluding in a set of manageable and usable recommendations for policymakers, researchers, individuals and organizations intending to assess readiness for any HIT implementation. Identify studies, analyze readiness factors and offer recommendations. Published articles 1995-2016 were searched using Medline/PubMed, Cinahl, Web of Science, PsychInfo, ProQuest. Studies were included if they were assessing IS/T/mHealth readiness in the context of HIT. Articles not written in English were excluded. Themes that emerged in the process of the data synthesis were thematically analysed and interpreted. Analyzed themes were found across 63 articles. In accordance with their prevalence of use, they included but not limited to "Technological readiness", 30 (46%); "Core/Need/Motivational readiness", 23 (37%); "Acceptance and use readiness", 19 (29%); "Organizational readiness", 20 (21%); "IT skills/Training/Learning readiness" (18%), "Engagement readiness", 16 (24%) and "Societal readiness" (14%). Despite their prevalence in use, "Technological readiness", "Motivational readiness" and "Engagement readiness" all had myriad and unreliable measuring tools. Core readiness had relatively reliable measuring tools, which repeatedly been used in various readiness assessment studies CONCLUSION: Thus, there is the need for reliable measuring tools for even the most commonly used readiness assessment factors/constructs: Core readiness, Engagement and buy-ins readiness, Technological readiness and IT Skills readiness as this could serve as an immediate step in conducting effective/reliable e-Health readiness assessment, which could lead to reduced HIT

  15. Assessing Readiness for En Pointe in Young Ballet Dancers.

    PubMed

    Lai, Jeffrey C; Kruse, David W

    2016-01-01

    Children begin ballet lessons as young as age 2 years. The graceful movements of classical ballet require a combination of artistry, flexibility, and strength to perform. During the training and development of a young ballerina, the transition to dancing en pointe ("on the toes") represents a significant milestone and traditionally begins around age 11 or 12 years, assuming the proper training background and dance aspirations. However, current dance medicine literature describes factors such as maturity, proper technique, strength, and postural control as the more significant factors in determining pointe readiness. An in-office evaluation of these factors can be performed by the clinician to assist dancers, their family, and their dance instructor(s) determine pointe readiness. Copyright 2016, SLACK Incorporated.

  16. PSIP: Where the Jobs Are.

    ERIC Educational Resources Information Center

    Brown, Stephen

    1979-01-01

    The Private Sector Initiative Program (PSIP), Title VII of the Comprehensive Employment and Training Act (CETA), is planned to put employment and training back in private business through grants to employers for on-the-job training programs, with private industry councils as links between business and industry and the federal government. (MF)

  17. The psychometric properties of the Readiness and Motivation Questionnaire: a symptom-specific measure of readiness for change in the eating disorders.

    PubMed

    Geller, Josie; Brown, Krista E; Srikameswaran, Suja; Piper, William; Dunn, Erin C

    2013-09-01

    Readiness for change, as assessed by the readiness and motivation interview (RMI), predicts a number of clinical outcome variables in eating disorders including enrollment in intensive treatment, symptom change, dropout, and relapse. Although clinically useful, the training and administration of the RMI is time consuming. The purpose of this research was to (a) develop a self-report, symptom-specific version of the RMI, the readiness and motivation questionnaire (RMQ), that can be used to assess readiness for change across all eating disorder diagnoses and (b) establish its psychometric properties. The RMQ provides stage of change, internality, and confidence scores for each of 4 eating disorder symptom domains (restriction, bingeing, and cognitive and compensatory behaviors). Individuals (N = 244) with current eating disorder diagnoses completed the RMQ and measures of convergent, discriminant, and criterion validity. Similar to the RMI scores, readiness scores on the RMQ differed according to symptom domain. Regarding criterion validity, RMQ scores were significantly associated with ratings of anticipated difficulty of recovery activities and completion of recovery activities. The RMQ contributed significant unique variance to anticipated difficulty of recovery activities, beyond those accounted for by the RMI and a questionnaire measure of global readiness. The RMQ is thus an acceptable alternative to the RMI, providing global and domain-specific readiness information when time or cost prohibits use of an interview.

  18. Job Hunting, Introduction

    NASA Astrophysics Data System (ADS)

    Goldin, Ed; Stringer, Susan

    1998-05-01

    The AAS is again sponsoring a career workshop for Astronomers seeking employment. The workshop will cover a wide range of tools needed by a job seeker with a background in astronomy. There are increasingly fewer job opportunities in the academic areas. Today, astronomers need placement skills and career information to compete strongly in a more diversified jobs arena. The workshop will offer practical training on preparing to enter the job market. Topics covered include resume and letter writing as well as how to prepare for an interview. Advice is given on resources for jobs in astronomy, statistics of employment and education, and networking strategies. Workshop training also deals with a diverse range of career paths for astronomers. The workshop will consist of an two approximately three-hour sessions. The first (1-4pm) will be on the placement tools and job-search skills described above. The second session will be for those who would like to stay and receive personalized information on individual resumes, job search problems, and interview questions and practice. The individual appointments with Ed Goldin and Susan Stringer that will take place during the second session (6-9pm) will be arranged on-site during the first session. A career development and job preparation manual "Preparing Physicists for Work" will be on sale at the workshop for \\9.00. TOPICS FOR DISCUSSION: How to prepare an effective resume How to research prospective employers Interviewing skills Networking to uncover employment Job prospects present and future Traditional and non-traditional positions for astronomers This workshop will be presented by Ed Goldin and Susan Stringer of the American Institute of Physics. The cost of the workshop is \\15.00 which includes a packet of resource materials supporting the workshop presentation. Please send your request for attendance by 8 May 1998 to the Executive Office along with a check, payable to the AAS, for the fee. Credit cards will not be

  19. 45 CFR 287.130 - Can NEW Program activities include job market assessments, job creation and economic development...

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... Program Design and Operations § 287.130 Can NEW Program activities include job market assessments, job...) Communication with any training, research, or educational agencies that have produced economic development plans...-sufficiency of program participants; (6) Surveys to collect information regarding client characteristics; and...

  20. 45 CFR 287.130 - Can NEW Program activities include job market assessments, job creation and economic development...

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... Program Design and Operations § 287.130 Can NEW Program activities include job market assessments, job...) Communication with any training, research, or educational agencies that have produced economic development plans...-sufficiency of program participants; (6) Surveys to collect information regarding client characteristics; and...

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