Learning Outcomes Of Trainees Research Articles

The Relationship Between Social Support from Peers and Learning Outcomes of Trainees at LPK Smart College Padang

This research was motivated by the low learning outcomes of training participants at LPK Smart College Padang, this was caused by a lack of communication between training participants. This research aims to: 1) determine the description of the social support of trainee participants at LPK Smart College, 2) determine the description of the learning outcomes of trainees at LPK Smart College, 3) see the relationship between peer social support and the learning outcomes of trainees at LPK Smart College. This research uses a quantitative approach with a correlational type. The population of this research is all 20 registered and active training participants in training in 2023 at LPK Smart College. The sampling technique uses saturated sampling, namely the entire population is taken as a sample. The data collection technique uses a questionnaire and the data collection tool uses a questionnaire which contains a list of statements. The data analysis technique in this research uses percentage and rank order formulas. The results of this research show that: 1) the peer social support received by trainees at LPK Smart College is categorized as quite low, 2) the learning outcomes of trainees at LPK Smart College Padang are categorized as low, 3) there is a significant relationship between peer social support with the learning outcomes of training participants at LPK Smart College.

Description of the Relationship between Learning Activities and Learning Outcomes of Training Participants at LPK Hoshi Hikari Parupuk Tabing Padang City

This research was motivated by the low learning outcomes of the trainees atLPK Hoshi Hikari Parupuk Tabing, Padang City. This is presumably due to the lowactivity of the trainees resulting in low learning outcomes of the trainees. This studyaims to: 1) See an overview of the active learning of the training participants at LPKHoshi Hikari Parupuk Tabing, Padang City. 2) See an overview of the learningoutcomes of the training participants at LPK Hoshi Hikari Parupuk Parupuk Tabing,Padang City. 3) To determine the relationship between active learning and learningoutcomes of trainees at LPK Hoshi Hikari Parupuk Tabing, Padang City.This type of research is quantitative with this type of correlational research.The population in this study was 30 people and 21 people were taken as samples byusing stratified random sampling technique. Data collection techniques using aquestionnaire. Data analysis techniques use percentage formulas and rank orders.The results showed that: 1) the learning activity of the training participants atLPK Hoshi Hikari Parupuk Parupuk Tabing, Padang City was categorized as low; 2)The description of the learning outcomes of the training participants at LPK HoshiHikari Parupuk Tabing Padang City is categorized as low; 3) There is a significantrelationship between learning activity and the learning outcomes of the trainees atLPK Hoshi Hikari Parupuk Tabing, Padang City. Research suggestions are: 1) forinstructors to be able to innovate regarding learning activities so that it can be anattraction for training participants to be active in the learning carried out; 2) It ishoped that future researchers will be able to innovate and examine new variablesso that they can add to existing variables and complete them.

CONTRIBUTION OF LEARNING ORIENTATION AND PARENT SOCIO-ECONOMIC STATUS ON THE RESULTS OF SEWING TRAINING PARTICIPANTS IN BALAI LATIHAN KERJA DAN PENGEMBANGAN PRODUKTIVITAS (BLKPP) YOGYAKARTA

Vocational training is an effort to increase productivity and create jobs. In the education process there are factors that influence learning outcomes, including learning orientation and socioeconomic status of parents. This research is a correlational research using survey method with instruments using questionnaires and observation test values. The research subjects used were 31 participants in the skills training program at (BLKPP) Yogyakarta. Data analysis technique uses F test at 5% significance level. The results of the first correlation coefficient are obtained r count = 0.436 R (0.05) (30) = 0.296, so it can be concluded that there is a relationship between learning orientation towards learning outcomes of trainees. The results of the second correlation coefficient obtained r count value (0.574) r table (0.05) (30) (0.296) so that it can be concluded that there is a relationship between the socio-economic status of parents and the learning outcomes of trainees. The results of multiple regression analysis showed that the value of F calculated 7.109 F table (3.32) at a significance level of 5%, so it can be concluded that there is a relationship between learning orientation and socio-economic status of parents on the learning outcomes of skills training participants in BPLKPP Yogyakarta.

Establishing a portfolio assessment framework for pre-service teachers: a multiple perspectives approach

In the field of initial teacher training, portfolios are widely used to assess pre-service teachers' performance as well as the outcomes of university-based teacher preparation programmes. However, little is known about the explicit design of portfolio assessment mechanisms in teacher preparation programmes. Issues related to the design and validation of portfolios for pre-service teacher assessment are a critical area of inquiry for the field of initial teacher training. In this study, perspectives were elicited from school trainee teachers and faculty from a secondary teacher preparation programme to examine the relationships identified among core competencies of a portfolio assessment framework and pre-service candidate learning outcomes. Comparative findings are presented about the relationships identified by the trainee teachers and faculty across the secondary education programme's portfolio core competencies and trainee learning outcomes. A discussion of the findings is presented with implications and future directions highlighted.

Fitness to be interviewed assessments: are specialist trainees fit enough?

Aims and methodThe law allows courts to exclude evidence from police interviews if it is obtained unfairly or would have an adverse effect on the fairness of proceedings. The assessment of a detainee's fitness to be interviewed is therefore of paramount importance. We surveyed 70 psychiatrists in higher training within the Yorkshire and Humber Deanery to ascertain their current understanding of this clinically important task. The psychiatrists' level of training received and awareness of local employee guidance in relation to their responsibilities in this field was investigated. We then piloted an interactive teaching session aimed at improving knowledge in this area and gained feedback from attending higher trainees.ResultsThere was a 64% response rate to the survey before implementation of the teaching session. The survey found that half of all respondents had been asked to carry out a fitness to be interviewed assessment at some point in their higher training. Only a third of the respondents had attended formal teaching in this area, and only a fifth were aware of local employee guidance. All the trainees who attended the pilot teaching session felt it was beneficial to their future clinical practice.Clinical implicationsIt is imperative that all the higher training schemes in the country incorporate training in this field to help satisfy the Royal College of Psychiatrists' intended specialist trainee learning outcomes and, more significantly, to avoid potential miscarriages of justice.

Integrating Cloud-Based Strategies and Tools in Face-to-Face Training Sessions to Increase the Impact of Professional Development

This article is based on the premise that face-to-face training can be augmented with cloud-based technology tools, to potentially extend viable training supports as higher education staff and faculty implement new content/skills in their jobs and classrooms. There are significant benefits to harnessing cloud-based tools that can facilitate both engagement and learning outcomes of trainees in face-to-face opportunities. These same tools—if used planfully—can build “cookie crumb trails” that facilitate trainees' post-training access to and interaction with training resources. Two primary solution sets are proposed, outlining both tools and use of (a) cloudbased “launch pads” and (b) interactive product building, with collaborative publishing. After reviewing solutions, an integrated picture of their use is presented, followed by implementation recommendations.

The Influence of Individuals’ Beliefs about Learning and Nature of Knowledge on Educating a Competent Workforce

In light of recent initiatives in re‐engineering training and workplace education and the multitude of programmes that have since evolved, there is still a lack of evidence that the new initiatives developed by the Australian government facilitate better learning outcomes. The current focus may increase participation of workers in training programmes but there is still a need to consider the micro processes in learning and instruction that influence the quality of learning outcomes. Two such micro processes are investigated in the study reported in this article. Firstly, the relationship between trainees’ beliefs about knowledge and learning and learning outcomes is investigated and secondly, beliefs and learning outcomes of trainees who gained entry into the programmes via work experience and those who enrolled directly from secondary schools are compared. Twenty‐three male students enrolled in an electronics subject at a tertiary institution were interviewed regarding their beliefs about learning and later tested on a problem task. The trainees indicated unsophisticated conceptions of learning which were also reflected in their poor learning outcomes as measured by knowledge representations. The comparisons of work experience and non‐work experience trainees indicated no difference in their beliefs about learning and the learning outcomes. The results, on the whole, demonstrated a limited knowledge base by all trainees when compared to the knowledge necessary to solve the problem task as determined from experts’ knowledge representation. The findings indicate that the current initiatives may not be producing a competent workforce. Though the sample involved in the study is small, the results suggest that a closer look at the training reform process is warranted, especially at the learning and instruction phase.