Component Of Professional Development Research Articles

Predicting Employee Promotion using Machine Learning

Training and development are key components of professional development for people to improve their capacity. Professional development programs are typically organized around personal information like as background, personal goals, and work experience, as well as corporate objectives and job requirements. Individual employee classification is required to promote tailored training in the professional development process. As a result, this study provides a classification approach for employee classification in order to facilitate tailored training in enterprises. Machine learning methods such as Decision Tree, Random Forest, and Support Vector Machine are investigated. To cope with imbalance data, the Synthetic Minority Oversampling Technique (SMOTE) approach is applied. In this work, the open data form kaggle is used. The training and testing data are combined to generate the data for technique validation. There are three gropes: 80:20, 70:30, and 60:40. According to the classification results, the SMOTE can increase classification performance for all classifiers. Furthermore, random forest has the highest categorization accuracy.

Essential components of teacher professional development for financial literacy: A literature review

Financial literacy, as a fundamental skill in the 21st century, has become a life skill that is urgently needed to be improved. Globally, the drive to enhance financial literacy involves integrating it into the education curriculum, necessitating educators’ comprehensive grasp of financial literacy education before imparting it to students. This research aims to outline a conceptual model of financial literacy professional development to improve teachers’ professional competence, employing a narrative review that synthesizes 28 relevant literatures retrieved from Scopus databases. The results of the study show that an effective training model for teacher professional development (TPD) in financial literacy education should focus on essential financial literacy content consisting of planning and budgeting, banking services, income and careers, insurance, investment, savings, also spending and credit. Furthermore, the main characteristics of TPD regarding financial literacy education should encompass content focus, coherence, ownership, active learning, duration, and collective participation.

Multi-Tiered Systems of Educator Professional Development: A Systematic Literature Review of Responsive, Tiered Professional Development Models

Teachers and clinicians report feeling underprepared to implement evidence-based behavior supports. As such, effective models of professional development that lead to improved outcomes for all individuals are required. Critical components of high-quality professional development include explicit instruction, modeling, practice, direct feedback, and, potentially, individual coaching. However, delivering all components may be resource intensive. Professional development approaches that extend the tiered logic of multi-tiered systems of support to adult learning may address these challenges. In such models, universal professional development is provided to whole-staff groups on specific skills using explicit instruction, modeling, practice, and feedback. Data are then collected and used to inform targeted, individualized supports. The current systematic literature review addressed a gap in the literature by identifying, summarizing, and appraising 20 published studies that examined tiered, responsive professional development models. While consistent practices were identified (e.g., group didactic training at Tier 1 and coaching at Tiers 2 and 3), the form and shape of specific interventions at each tier differed across studies. The same was observed in the data-based decision-making processes employed to determine the need for additional trainee support. Practical implications to inform the ongoing examination of tiered responsive professional development models are discussed.

Professional Development to Improve Responsible Beverage Service Training: Formative Research Results and Protocol for a Randomized Controlled Trial.

Improved interventions are needed to reduce the rate of driving while intoxicated. Responsible beverage service (RBS) training has reduced service to intoxicated patrons in licensed premises in several studies. Its efficacy might be improved by increasing the proper application and continued use of RBS with a professional development program in the 3 to 5 years between the required RBS retraining. This study aims to develop and evaluate a professional development component for an RBS training that aims to improve the effectiveness of the web-based training alone. In a 2-phase project, we are creating a professional development component for alcohol servers after completing an RBS training. The first phase involved formative research on the feasibility, acceptability, and potential effectiveness of components. Semistructured interviews with owners and managers of licensed establishments and focus groups and a survey with alcohol servers in New Mexico and Washington State examined support for RBS and the need for ongoing professional development to support RBS. A prototype of a professional development component, WayToServe Plus, was produced for delivery in social media posts on advanced RBS skills, support from experienced servers, professionalism, and basic management training. The prototype was evaluated in a usability survey and a field pilot study with alcohol servers in California, New Mexico, and Washington State. The second phase of the project will include full production of the professional development component. It will be delivered in Facebook private groups over 12 months and evaluated with a sample of licensed premises (ie, bars and restaurants) in California, New Mexico, and Washington State (n=180) in a 2-group randomized field trial (WayToServe training only vs WayToServe training and WayToServe Plus). Licensed establishments will be assessed for refusal of sales to apparently intoxicated pseudopatrons at baseline and 12 months after the intervention commences. Although owners and managers (n=10) and alcohol servers (n=43) were favorable toward RBS, they endorsed the need for ongoing support for RBS for servers and identified topics of interest. A prototype with 50 posts was successfully created. Servers felt that it was highly usable and appropriate for themselves and the premises in the usability survey (n=20) and field pilot test (n=110), with 85% (17/20) and 78% (46/59), respectively, saying they would use it. Servers receiving the professional development component had higher self-efficacy (d=0.30) and response efficacy (d=0.38) for RBS compared with untreated controls. Owners, managers, and servers believed that an ongoing professional development component on RBS would benefit servers and licensed premises. Servers were interested in using such a program, a large majority engaged with the prototype, and servers receiving it improved on theoretic mediators of RBS. Thus, the professional development component may improve RBS training. ClinicalTrials.gov NCT05779774; http://tinyurl.com/4mw6d2vk. DERR1-10.2196/49680.

Exploring EFL Teachers’ Continuing Professional Development (CPD) at Private Institutes in Yemen

Continuing Professional Development (CPD) is an important component of teacher professional development because it helps teachers improve their knowledge, skills, and practises. Yet, it is not always simple for teachers to take advantage of CPD opportunities, especially in developing countries where resources and support may be scarce. This study aimed to explore the perceptions of CPD among EFL teachers who are employed at private language institutes (PLIs) in Yemen. The study adopted a mixed-method approach for the data collection and analysis. The results of both a questionnaire and interviews showed a diversity of perceptions. While EFL teachers valued CPD for professional development, they noted a number of difficulties and impediments to CPD opportunities in their teaching contexts, such as a lack of time, support, and suitable chances for CPD. The findings have implications for teachers' professional development in private institutes in Yemen and similar contexts.

‘Every ending requires us to begin anew’: Endings and beginnings in supervisory relationships

Aim(s)Supervision has been characterised as a ‘signature pedagogy’ in the helping professions and an integral component of pre-service training for applied psychologists. Regulatory and professional standards for trainee and qualified Educational Psychologists (EPs) emphasise engagement in supervision as part of our discipline’s orientation towards learning and growth, as well as in enhancing safety and effectiveness for service users. This paper aims to provide a reflective account of evaluation and endings in supervisory relationships.Method/RationaleThere is an increasing interest in the place of supervision as a core component of lifelong professional learning and development. In contrast to beginnings, the evaluation and ending of supervisory relationships (SR) have received less attention in the literature and can be left unattended to in practice. This may reflect some uncomfortable feelings associated with giving and receiving feedback within professional relationships, as well as the multiple meanings endings may have for supervisee and supervisor. The Relational Model of Supervision for Applied Psychology Practice (RMSAPP) and associated supervisory process in evaluation and endings may support practice in this area. This paper outlines the model’s framework for evaluation and ending, and a reflective account of the ending and beginning of supervisory relationships is provided. The supervisee provided feedback on the SR to the original supervisor and this informed the ending made in that supervisory dyad. The supervisee then established a new SR with a different supervisor and the paper’s reflective accounts are from three perspectives: the supervisee, the former and new supervisors.FindingsA critically reflective account of evaluating, ending and new beginnings between a supervisee and two different supervisors is offered, with attention paid to the power differentials between supervisee and supervisors. The account illustrates some of the meanings made of evaluation, endings and beginnings. The benefits of the approach are highlighted, and some tentative ideas about how further developments could be made included.LimitationsThe meanings derived from the authors’ experiential learning arose within particular SRs and are unique to these relationships.ConclusionsThere are opportunities for development of reflective EP practice in this area, and for further research. The reflective accounts provided may be a stimulus for further reflection on personal and professional development of supervisory practice.

Pedagogical Assessment in Higher Education: The Importance of Training

The diversity of students reaching higher education, the skills required of the 21st-century citizen, the Bologna Declaration, and the pressure exerted by international organizations impose a pedagogical reconfiguration of teaching, learning, and assessment through the recognition of the pedagogical dimension as a component of teacher professional development. We present the results of a study conducted at a university in Portugal with the following objectives: identifying conceptions and practices of pedagogical assessment and determining the influence of pedagogical training on these conceptions and practices. An online questionnaire (pre- and post-test) was administered to 31 teachers who had taken part in a training course on pedagogical assessment. It was found that: nearly half of the teachers experience difficulties in pedagogical assessment, with fairness being the main issue; the most commonly used instruments are written tests, research assignments, and reports; around two-thirds of teachers change the way they assess students, with the nature of the curricular units being the most influential factor in this decision; and there has been a change in the concept of assessment, in which the strict idea of testing, measuring, and classifying students’ knowledge has been replaced by the gathering of information for decision-making about the teaching and learning process.

Perspectives on Professional Development Among University and Community Pediatric Hospitalists.

Multiple professional societies have emphasized the importance of professional development for physicians. This qualitative study aimed to explore pediatric hospitalists' perceptions of professional development needs and to refine a framework for professional development in pediatric hospital medicine (PHM). We conducted four focus groups in April to May 2019 with 19 pediatric hospitalists at six clinical sites within a single institution. Participants identified key components of professional development including skill development, personal growth, career satisfaction, and individualization. Hospitalists agreed upon 8 domains of professional development: clinical excellence, advocacy, global health, health care administration, informatics, medical education, quality improvement, and research. They also identified missing the mentorship necessary to change their passions into career advancement, highlighted barriers and facilitators, and noted that an alignment in personally meaningful projects to what is meaningful to the institution was in everyone's best interests. Faculty programs should build infrastructure to aid pediatric hospitalists in achieving their career goals.

Pharmacy technician development: Insight into training, preparedness, and career-path perceptions

BackgroundAlthough opportunities for pharmacy technicians may be expanding, an increasing number of technicians have transitioned out of their roles. It is important to consider what could be done within education and training to promote the retention of pharmacy technicians. ObjectivesThe purpose of this study was to survey pharmacy technicians in the state of Ohio to identify key components of professional development. MethodsA survey was distributed through REDCap to 24,444 pharmacy technicians with active pharmacy technician licenses in the state of Ohio. Inclusion criteria required survey respondents to be at least 18 years old and currently working as a pharmacy technician. ResultsA total of 1386 surveys were fully completed (approximately 6% response rate). Professional development opportunities provided by employers varied across most practice sites, but continuing education was the most reported opportunity. Attending conferences, taking specialized training courses, and tuition reimbursement were less common. The top 3 barriers to professional development participation included additional cost, time, and perceived value. Guidance and mentorship from peers, achieving national certification, and formal on-the-job training were the most helpful in job preparation and training. The main reasons to achieve certification included increased pay, development opportunity, or employer requirement. When considering preparation for new roles, 57% of pharmacy technicians felt prepared or very prepared for the job after 90 days. As technicians continued throughout their careers, the training transitioned from formal hands-on training to self-guided training. ConclusionPharmacy technicians have a desire to remain in their roles, but participation in professional development opportunities was lacking owing to availability of options and barriers. Pharmacy practice sites interested in retaining technicians should invest in offering and encouraging pharmacy technicians to participate in development opportunities. To continue to develop pharmacy technicians, ongoing education and training tied to increased compensation may improve retention and foster an improved learning environment.

Outcomes of Emotional Intelligence Training for Surgeons in a Real-World Setting: a Mixed Methods Study

The objective was to assess, improve and re-assess Emotional Intelligence (EI) in a group of junior and senior surgeons in a real-world setting. This was a mixed methods study. An EI education program was delivered through a series of webinars. The program drew from the central concepts of emotional intelligence: Motivation, empathy, social skills, self-knowledge, and self-control. There was also a component of professional development. EI assessment was performed pre- and post-intervention using the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) and a series of targeted questions. Qualitative assessment was performed by means of structured interviews examining uptake in techniques, understanding of EI, and its effect on personal and professional life. The Australia and New Zealand Training Board in Colorectal Surgery administers a 2-year bi-national training program in teaching hospitals in Australia and New Zealand and runs a series of educational webinars throughout the training program. The "EI series" was part of this educational program. Webinars were attended by 35 junior surgeons and 8 senior surgeons RESULTS: Self-perceived knowledge and use of EI increased from a mean of 3.6 to 6.5 (p<0.0001). There was a significant difference between experiential (94) and strategic (101) scores (p=0.005). There was a nonsignificant improvement (98.04-100.6, p=0.16), in the pre-post MSCEIT among the junior surgeons and no change for senior surgeons. Seventy-eight percent (25/32) of surgeons interviewed reported using any new EI strategies. Seventy-five percent actively stopped and considered what other people in a clinical scenario may be thinking; 78% commenced metacognition; 81% practiced the process of self-regulation; 66% had begun to recognise and use emotions as data; and, 47% had actively practiced the process of self-distancing CONCLUSION: This study demonstrated the feasibility and utility of delivering EI training in an online format to a group of time-poor surgeons in a real-world setting.

Leadership Development in Early Career Scientists: Themes and Feedback from Executive Coaching and Mindful Leadership Training.

Background: Career development is essential for all academic stages, but particularly critical for the growth and retention of early career scientists. In addition to scientific technical training, professional skill development is crucial for the upward transition from postdoctoral trainee to early faculty member and beyond. Building leadership skills, specifically, is an important component of professional development, and the evaluation and reporting of professional development are important to improve and enhance the impact of programs. Methods: The purpose of this article is to share the program evaluation performed on leadership development activities, including executive coaching and mindful leadership training provided to a small group of early career scientists who participated in the National Institutes of Health (NIH)-funded Mayo Clinic Specialized Center of Research Excellence (SCORE) in Sex Differences Career Enhancement Core and Building Interdisciplinary Research Careers in Women's Health (BIRCWH) K12 programs during 2020-2022. Results: Eighty-seven percent of participants rated their satisfaction with the executive coaching program as "Very Satisfied" or "Satisfied," and 75% of participants were "Very Satisfied" or "Satisfied" with the mindful leadership training program. The findings of this program evaluation highlight the value of communication skills for navigating precarious situations, building self-efficacy and intentionality in making and holding boundaries for an individual's time and energy. Further, the individualized small group format of the activities allowed for deeper introspection and peer to peer connection. Conclusion: The identification of common themes within the Mayo Clinic program provides guidance to other academic environments on areas where they can support their early career scientists.

THE TRENDS IN THE DIGITALIZATION OF TEACHER PROFESSIONAL TRAINING IN HUNGARY

In today's conditions, education in general has undergone a fundamental digital transformation and is to keep pace with the global trends of digital development. The trends in the digitalization of teacher professional training in Hungary are being discussed and identified in the article.The digitalization of teacher professional training has become a significant necessity and demand over the last three years. Remote communication in all areas of human activity, particularly in the education system, makes digital teaching technology competence an essential component of a teacher's professional development. Theoretical method is used to achieve the research goal. In the context of our research, we analyzed trends in the digitalization of teacher professional training, which involves developing a system of requirements for regulatory and technically-oriented support that promotes the development of digital competence; educational programs of different cycles that encourage the development of digital competencies of professionals at various stages of their professional development. The official documents, statistical data, and materials on higher education, vocational education, and training in EU countries and Hungary are being analyzed in the article. We also analyzed the educational programs of universities in Hungary that provide teacher professional training. The theoretical and practical aspects of digitalization of teacher professional training are considered and based on the works of domestic and foreign scientists. Further research of the issue is relevant. It will contribute to the borrowing of all modern positive trends in the educational space of Ukraine, since the process of digitalization of teachers professional training and similar trends in Hungary have not been studied enough.

Motivation factors in learning Azerbaijani and Turkish languages in Moscow

Learning foreign languages is an important component of personal and professional development. There are a large number of national communities in Moscow, including Azerbaijani and Turkish, and more and more people are paying attention to learning the languages of these countries. In this article, we will study the motivation for studying Azerbaijani and Turkish in Moscow. Let's look at how learning these languages can help when communicating with native speakers, traveling, in professional activities and how this can help expand cultural horizons. We will also consider the most popular motives for learning these languages among students in Moscow. The object of this article is the motivation of students and students living in Moscow when studying Azerbaijani and Turkish languages. The subject of the article is an analysis of the motivation factors that inspire people to study Azerbaijani and Turkish in Moscow, such as cultural interest, employment opportunities, study, communication and other factors that can be identified in the research process. The article will also describe the different motivations of each language learner, their personal experiences and opinions about it, as well as general preferences in language learning.

Act It Out! Using Simulations for Professional Development to Build Cultural Responsivity

Purpose: This tutorial aims to outline a simulation-based professional development (PD) model that can be used to help support speech-language pathologists and educators to better support their students whose cultural and linguistic background differs from their own. Method: In this tutorial, readers will learn the components of an effective PD and the value of using simulations for a PD centered on cultural and linguistic diversity, and they will be given a model of a simulation PD. Sample scripts, goals, and excerpts from educators that participated in the model PD are also included for reference. Implications: This tutorial has clinical utility for aiding professionals, school districts, and other relevant stakeholders to incorporate a framework based on an integration of evidence-based research and anecdotal evidence. Following the model outlined in this tutorial may be useful for supporting therapists to better support the needs of culturally and linguistically diverse students.

An inquiry on the effectiveness of the teaching internship program based on pre-service teachers’ appraisal

Based on various published scholarly works, teaching internship is an essential component of professional development in the field of teacher education. Additionally, relevant literature have accentuated the importance of students conducting reflective assessments of the internships they participate in so that educational practices can be refined. In this regard, this present study was conducted to examine the implementation of the teaching internship program of the Institute of Education, Arts, and Sciences at City College of Angeles, specifically, students from the Bachelor of Physical Education and Bachelor of Performing Arts programs. Additionally, it assessed the association and direct influence of Institutional (IE) and Company Evaluation (CE) on Program Effectiveness (PE). After obtaining data from 84 pre-service teachers (NMale = 38, NFemale = 46), it was unraveled that the perception of pre-service teachers based on Institutional Evaluation and Company Evaluation are fully implemented. Concerning PE, it was perceived by the pre-service teachers as very effective. Results revealed that the internship program of the Teacher Education department is very effective since it is responsive to the needs of the stakeholders, and at the same time effective in helping students develop the skills needed for their teaching career. Lastly, a significant association and direct influence were observed between IE, CE, and PE. In the following, recommendations and potential next steps for further research related to this topic are discussed.

Redesigning a Course Evaluation Instrument: Experience, Practical Guidance, and Lessons Learned

Course evaluation instruments (CEIs) are widespread, influential components of faculty professional development and evaluation processes. Given their importance to continuous instructional improvement and their weight in promotion, tenure, and other evaluation processes, it is critical that business schools and higher education institutions more broadly ensure a well-designed instrument. While the literature covering course evaluation instruments is extensive, coverage of the CEI revision process is virtually nonexistent. This article seeks to fill that gap, providing a case study of a successful CEI change process at an AACSB accredited business school. We offer practical recommendations for a revision process, including a sample timeline, revised instrument, and lessons learned from experience.

Influence of In-Service Training of Teachers on Teachers’ Motivation in Public Secondary Schools in Chato District, Geita Region, Tanzania

In-service training is an essential component of teacher professional development, which helps teachers to improve their knowledge, skills, and instructional practices. The aim of this paper was to determine the influence of in-service training of teachers on teachers’ motivation in public secondary schools in Chato District, Geita Region, Tanzania. The study used descriptive research design and targeted 140 teachers. A sample size of 103 respondents was attained through the use of Krecjie and Morgan formula. Proportionate and simple random sampling was used to select the 103 teachers while purposive sampling was used to select 6 school chairpersons. Validity was attained by consulting experts in the field of educational management while reliability was tested by pilot testing the research instruments and calculating Cronbach Alpha. A Cronbach value of 0.912 was obtained and thus the instruments was considered reliable. For interviews, the researcher ensured that data collected information did not have any minor errors. Quantitative data was analyzed using frequencies, means and standard deviations while thematic analysis was used to analyze qualitative data. there was a significant positive correlation between in-service training and teachers’ motivation in public secondary schools in Chato District, Geita Region, Tanzania was (r = .587 ; p = .000). This means that at 95% confidence level the r value for in-service training was .587 showing a moderate correlation with teachers’ motivation. The paper concluded that there was a significant positive correlation between in-service training and teachers’ motivation in public secondary schools in Chato District, Geita Region, Tanzania showing that enhanced teacher in-service programs enhances teachers’ motivation. It was recommended that policymakers and educational institutions should invest in effective in-service training programs to support the ongoing professional development of teachers Key words: In-Service; Training, Teachers, Motivation, Public Secondary Schools DOI: 10.7176/JEP/14-9-12 Publication date: March 31 st 2023

Increasing the PharmD Pipeline, Encouraging Student Success, and Supporting the Underserved Through Pre-Pharmacy Advising

Academic advising for pre-pharmacy students lacks best practice recommendations specific to the pharmacy profession. When considering contemporary challenges in pharmacy education, adoption of high-quality advising approaches will likely have a positive influence on professional school enrollment, general student success, and educational access for the traditionally underserved. As pre-health academic advising is an important component of student professional development, standardizing best-practice strategies in and around pharmacy programs will "[strengthen] the pharmacy pipeline" and "[raise] the profile of pharmacy" as stated in the 2021-2024 Strategic Plan Priorities, Goals and Objectives issued by the American Association of Colleges of Pharmacy (AACP). An investment is needed to codify such practices in pre-pharmacy advising and scale these techniques across pharmacy schools positioned to serve undergraduates.

The Supreme Council of Justice as a body for strengthening the independence of the judicial branch of government

The scientific article examines and analyzes the High Council of Justice as a body for strengthening judicial independence, certain fundamental international legal standards of judicial independence are defined.&#x0D; It was determined that the legal mechanisms for the proper guarantee of judicial independence in foreign countries from the point of view of the organizational (institutional) context provide for the existence of such bodies of judicial governance, which would be empowered to form the judicial corps, dismiss judges, transfer, resolve issues of financial and material support .&#x0D; It has been established that the independence of judges has not only an external component, as it may seem at first glance. The internal organization of the judicial system, the activities of judicial governance bodies, components of selection and professional development are also vectors of this term-concept.&#x0D; It is emphasized that the Supreme Council of Justice was the primary model of the body of judicial governance in Ukraine. However, due to its limited legally defined functional purpose, as well as excessive politicization, the said body was unable to fulfill the mission assigned to it - ensuring the independence of the judicial branch of power. As a result of the judicial reform of 2016, the Supreme Council of Justice underwent thorough reformation and was modified into the Supreme Council of Justice.&#x0D; It is determined that the Supreme Council of Justice is a special body of state power, which, among other things, is called to: ensure the independence of the judicial corps; to make submissions regarding the appointment of representatives of the judicial branch of power, professionals in their field, who would possess appropriate professional competence and high moral and ethical values, including integrity; makes decisions on the suspension, dismissal, transfer, termination of resignation of judges, violation of incompatibility requirements by judges and prosecutors; regarding the disciplinary responsibility of judges - creates relevant bodies for consideration of such issues, considers complaints against their decisions, etc.&#x0D; Arguably, the Supreme Council of Justice as a body of state power and judicial governance, according to the research of domestic and foreign scientists, meets international standards of judicial governance, is a full-fledged analogue of bodies of judicial governance in foreign countries. This position is confirmed by the fact that the tasks, functions and limits of authority, as well as the peculiarities of the formation of the Supreme Council of Justice in Ukraine are mostly identical to those in the leading states of the world.

Promoting self care for trauma awareness: a piloted teaching module for beginning generalist practice

ABSTRACT Education in self care is a core focus for beginning generalist social work trainees to boost trauma awareness, or the ability to recognize and respond to emotional responses from direct practice with clients with a history of trauma, and oppression,as well as for diminishing worker burnout. This paper presents a description and assessment of an asynchronous teaching module comprised of a video lecture, quiz and assignment piloted with beginning graduate-level social work students in the United States to situate self care as a component of professional development toward trauma-informed and ethical care. The module aimed to translate knowledge and skills in self care directly to practice and framed targets of self care including emotional regulation, and meaning-making. It provided students opportunities to identify self care practices at the individual level on their own, as well as agency-based self care practices in consultation with their field supervisors. The module was piloted with 57 master’s students enrolled in beginning generalist practice courses and the outcomes of a survey and thematic analysis suggests it warrants consideration as a tool for promoting competency regarding self care in an asynchronous, easily transportable format for online or hybrid learning.