Staff Development Course Research Articles

Impact of Compensation Practice on Employee Informatics a study of Vindhyanchal NTPC Singrauli (M.P.)

Compensation is the remuneration received by an employee in return for their contribution to the organization. It is an organized practice that involves balancing the work-employee relation by providing monetary and non- monetary benefits to employees. Compensation includes payments such as bonuses, profit sharing, overtime pay, recognition rewards and sales commission. Compensation is an integral part of human resource management which helps in motivating the employees and improving organizational effectiveness. Direct Compensation is typically made up of salary payments and health benefits. The creation of salary ranges and pay scales for different positions within the company are the central responsibility of compensation management staff. Direct compensation that is in line with industry standards provides employees with the assurance that they are getting paid fairly. Indirect Compensation focuses on the personal motivations of each person to work. Although salary is important, people are most productive in jobs where they share the company's values and priorities. These benefits can include things like free staff development courses, subsidized day care, the opportunity for promotion or transfer within the company, public recognition, the ability to effect change in the workplace, and service to others. Employees should be managed properly and motivated by providing best remuneration and compensation as per the industry standards.

Impact of educational program about economics of health care services for nurse managers on quality management of patient care

Background: The production, distribution, and consumption of services are the focus of health economics. Despite not knowing the terminology in the workplace, most nursing managers understand the concepts. As a result, developing economic management skills can assist nursing managers in managing and achieving high-quality care services. Aim: to assess the Impact of Educational Program about Economics of Health Care Services for Nurse Managers on Quality Management of Patient Care. Design: A quasi-experimental pre-posttest design was used to achieve the aim of the present study. Sample: A convenient sample of all thirty nurse managers who agreed to take part in the study. Setting: The research was carried out in various critical care and department units at the new teaching Kaser El-Aini hospital. The following tools were used: Demographic and work - related characteristics form; 'Knowledge Questionnaire on the Economics of Health Care Services,' health economic performance checklist, and quality management performance checklist. Result: The majority of tasks performed by nurse managers after attending the educational program demonstrated a highly statistically significant difference between pre-intervention and post-intervention. Recommendation: Plan new nurse staff development courses as well as implementing a senior nurse training program.

Models and Modelling for Teacher Courses?

Mental modelling has been given importance in educational research by a number of prominent researchers who have claimed that models and modelling are central to understanding key concepts in science. Asking, however, by how far the several research studies conducted on mental modelling and the consequent recommendations presented thereof are being applied by teachers in the classrooms to help in the teaching and learning process, remains a relevant question that needs to be addressed. Students at all levels studying science/physics are expected to learn the basic concepts of physics and teachers are expected to teach these to students in the most effective of ways. This is a primary objective especially with students in primary schools who need to have a good basis of scientific ideas and concepts, on which to build further ideas for the understanding of physics. Teaching that looks at the mental models held by students, trying to help in the evolution of students’ ideas and visualizations of a concept, offers one way of making teaching more effective and learning more meaningful. This paper describes a short study about how the author probed students’ mental models of concepts related to simple electric circuits. The reactions from colleagues when the study was presented at a staff development course helped the author to reflect on the importance of having modules on mental models and modelling in teachers’ pre-service and in-service courses. It will be argued that including mental modelling in teacher preparation programs offers a better chance for teachers to be better informed about how scientific reasoning and understanding develop. Thus, teachers can be better prepared to probe students’ ideas and to better address problems with students’ learning, whilst improving the quality of their teaching.

Instructional support for the faculty members to promote flipped classroom based on the IDEAL model in Japanese higher education

This research was conducted to suggest a design for instructional support that faculty members could use to promote an effective flipped classroom. To accomplish this, a questionnaire survey was first conducted on the current state of flipped classrooms for university faculty members in order to obtain teacher support methods. Second, the survey results were used to design instructional support for faculty members to promote an effective flipped classroom based on the integrated design, evaluation, and assessment of loadings (IDEAL) model. By examining the survey results, the author identified four points as problems and opportunities to define goals, and from which to explore possible strategies. Based on these points, the author developed and prepared a learning environment about writing and a staff development course for teachers to experience the flipped classroom as both learners and teachers. After experiencing the flipped classroom, instructors developed lessons based on their reflections as learners.

Instructional support for the faculty members to promote flipped classroom based on the IDEAL model in Japanese higher education

This research was conducted to suggest a design for instructional support that faculty members could use to promote an effective flipped classroom. To accomplish this, a questionnaire survey was first conducted on the current state of flipped classrooms for university faculty members in order to obtain teacher support methods. Second, the survey results were used to design instructional support for faculty members to promote an effective flipped classroom based on the integrated design, evaluation, and assessment of loadings (IDEAL) model. By examining the survey results, the author identified four points as problems and opportunities to define goals, and from which to explore possible strategies. Based on these points, the author developed and prepared a learning environment about writing and a staff development course for teachers to experience the flipped classroom as both learners and teachers. After experiencing the flipped classroom, instructors developed lessons based on their reflections as learners.

State and District Mandated Staff Development: Teacher’ knowledge and Skills

: Professional staff development is a major component of any step toward education improvement. Professional staff development provides the teacher with skills and knowledge for both their personal development and career advancement. It is required by the most states, districts and schools that teachers’ complete in-service professional development courses to renew their professional education certification. However, few teachers criticize mandatory professional staff development and believe it should be optional. This review of the literature explored the significance of professional staff development programs on teachers’ knowledge and skills and discussed the mandatory aspect of professional staff development for teachers. Most of the studies have found a positive relationship between teacher performance after attending professional staff development programs and students’ achievement. Moreover, studies have shown that professional staff development programs improve teacher confidence, effectiveness, teamwork skill, and leadership. Therefore, I believe that state, district and school have the right to mandate certain professional staff development courses for teachers to guarantee a high quality of education.

Perception of Nursing Staff about the Effectiveness of Staff Nurse's Development Program.

Staff development in professional is generally those of preparing staff to apply the previously acquired knowledge to patient care situation and acquire the kinds of professional and personal skills, attitudes and valuable thoughts essential for entering the health care system. The aim of the current study was to assess the perception of nursing staff about the effectiveness of staff nurse's development program. An exploratory descriptive research design was utilized to answer the question of what the perception of nursing staff about the effectiveness of staff nurse's development program. A convenient sample included (150) Staff nurses and nursing staff working in intensive care units. The study findings showed a statistically significant difference between staff nurses and nursing staff perception, and the nursing staff had the lowest perception of the effectiveness of staff nurse's development program than staff nurses. The study recommendations were regular staff development courses to update the staff knowledge and skills and providing guidance for them, added management training programs as ( leadership skills training , Decision-making and problem-solving training , trains participant on how to control documents ) to staff development program , follow-up the nursing staff's performance by the training team, provide enough facilities, supplies, and equipment to enable the staff to practice what they were learned efficiently

Engaged scholarship: Bok's undergraduate competency framework and the Camp AdventureTM Child and Youth Services programme

This study utilizes Bok's framework of core competencies for undergraduate education to investigate the changes of college and university students participating in the Camp AdventureTM Child and Youth Services (CACYS) programme. Communication, critical thinking, character development, citizenship, diversity, global understanding, widening of interests, and career and vocational development were the eight core competencies included in the study. Five hundred and seventeen individuals from 14 CACYS staff development sites were invited to participate in a three-phase design wherein data was collected at baseline, after the completion of the staff development course, and at the conclusion of one's field experience. The questionnaire consisted of 56 items measured on a 7-point Likert-type scale. Two hundred and seven individuals completed all three phases. Results indicate significant growth in all of participants’ core competencies from the baseline to the completion of the CACYS programme. Findings suggest that core competencies can be enhanced through an experiential service-learning programme. The study offers a framework for assessing outcomes and a model for increasing accountability in institutions of higher learning. Further, the study provides a conceptual model that demonstrates service-learning can be incorporated integrating academic content, experiential learning and reflection in order to support greater community engagement.

Sustained Impact of Professional Enhancement Program of National Academy Of Higher Education (NAHE) In Pakistan

The present study was designed to assess the sustained impact of National Academy of Higher Education (NAHE)’s Staff Development Course after a period of two years. All the teachers of public sector universities/institutions, who attended one-month staff development course, constituted the population of the study. The sample consisted of 116 participants of the one of the course from the University of Sargodha and GC University Faisalabad. The data were collected in 2009. The researchers administered the first sixteen items of the questionnaire used by Hussain (2007) for the impact analysis study of the NAHE Staff Development Programs. The data were compared to see the sustained impact on simple percentage basis of the responses. The study explored, after two years of the course the teaching-learning skills of the participants were not only sustained but also enhanced with the passage of time.

In‐service training for academic librarians: a pilot programme for staff

PurposeThe purpose of this paper is to discuss the need for continuing professional development for librarians in academic libraries in general and at Rhodes University Library, South Africa, in particular. It aims to describe the planning, design, implementation and evaluation of a staff‐development and training pilot programme for professional librarians at Rhodes Library.Design/methodology/approachA group of 15 librarians, drawn from the library staff complement, participated in an eight‐session training course developed by information services librarians. The course, which covered basic information‐finding skills using a variety of research databases and offered an introduction to concepts in twenty‐first century academic librarianship, was presented using course management software in a face‐to‐face environment and required homework exercises and the completion of a two‐hour final test.FindingsResults of the project demonstrated the urgent need for such development programmes for professional library staff. Of the participants, 80 per cent completed the course. The final test results indicated below average database search skills and an inability to think laterally. An unexpected finding was a lack of IT competencies. Important lessons were learned with regard to course‐construction, content and timing.Originality/valueThe paper illustrates that, by testing a variety of competencies expected of professional academic librarians, this programme provided invaluable data and guidelines on which further continuing staff development courses could be based.

Medical teachers' professional development – perceived barriers and opportunities

This paper explores medical teachers' perceived barriers and opportunities for educational and professional development. Data has been gathered through 19 semi-structured interviews with participants on a staff development course 1 year after their participation. The analysis shows that most perceived barriers are found on an organisational level, whilst motivation for development is found on an individual level and often related to the notion of teaching as a ‘private business’. However, what some respondents perceive as barriers are by others seen as opportunities. Some of these differences in perception may be explained by self-efficacy beliefs.

Learning Resources and CPD

It may seem odd but many of us never look at how we learn. We go to school, college, university, on staff development course and events, we buy books to help us but do we ask ourselves “How do I le...

Measuring faculty learning in curriculum and teaching competence online courses

Online education is used for a variety of purposes in higher education. Two such purposes are improving one's performance over time and understanding one's professional development in the context of online teaching and learning. Relying on data from online staff development courses delivered in five Spanish universities, this article explores online faculty learning through the lens of staff development theory. This theoretical perspective emphasizes the universities' quality assurance contexts and offers an empirical examination of the ways in which faculty members learn curriculum and teaching competencies (CTCs) in online staff development programmes. At the core of this analysis is the contention that faculty members understand and respond to quality teaching lessons and activities. Finally, this study highlights the points deemed important when designing, implementing, and evaluating Internet CTC training courses.

Developing medical teachers’ thinking and practice: impact of a staff development course

This paper explores the impact of a staff development course on medical teachers’ thinking and practice. Data have been gathered through 19 semi‐structured interviews with participants on the course one year after their participation. The analysis of the data shows that the course seems to have contributed to changes in the participants’ approaches to teaching and learning, as well as their practice. The changes reported range from using new teaching techniques or tools, to fundamentally transformed views on learning and, thereby, on being a teacher. The findings are compared to previous studies in the field, and the strategic function of staff development courses as a means to support educational development is discussed.

Measuring the learning of university teachers following online staff development courses: a Spanish case study

Online education is used for a variety of purposes in higher education. Two such purposes are improving staff performance over time and allowing staff to obtain feedback about their professional skill development. Relying on data from online staff skill development courses delivered in five universities, this article explores online faculty learning through the lens of a model of professional development. This theoretical perspective offers an examination of how professional skills are understood and practiced in online staff development courses. At the core of this analysis is the contention that faculty participants understand and respond to the need for high‐quality teaching. Finally, this study highlights the points deemed important when designing, implementing and evaluating Internet training courses.

Writing for publication: a new skill for nurses?

In this article, we outline a voluntary staff development course – Writing for Publication – and its operation in the context of changing policy, practice and professional demands. One year from course completion we are in a position to discuss its success. We argue that, in a small but significant way, a paradigm shift in nursing is reflected in requests for the course, and for places on it. Clearly, there are new professional needs to be met.

Developing inclusive practices: Evaluation of a staff development course in accessibility

After three iterations of a mixed mode (online and face to face) staff development course, an evaluation was carried out to determine the participants’ perceptions of its quality as an online environment, its effectiveness in introducing staff to issues of accessibility and its success in enabling staff to develop skills in accessible course design. This course was developed for a series of staff development cohorts each consisting of a mixture of academic staff, IT staff, and library staff. It aimed to develop expertise in the design of inclusive and accessible learning environments, to apply this knowledge in the development of the participants' own projects, and to encourage other staff to consider accessibility issues when designing online courses and resources. Methods used for evaluation included feedback during the course, responses immediately following the course, and a review of any lasting impact upon practice some time after the course. We also employed the services of a student who is blind to evaluate the course for accessibility following changes made to the original course. The evaluation instruments used were an online discussion forum, paper based evaluation, an online survey and an email request to the first two cohorts six to twelve months after the modules. The main lessons learned with respect to course design were concerned with communication of instructions, use of checklists as a learning guide, timing of the course during a larger staff development program, and availability of checking tools for practice purposes.

Efforts in nursing research by people who have completed the nursing teaching staff development course, and related factors

Efforts in nursing research by people who have completed the nursing teaching staff development course, and related factors

Critical Practitioner Inquiry and the Transformation of Teacher Education in Namibia

This article analyses the role of action research (‘critical practitioner inquiry’) in furthering the implementation of democratic educational reforms in the southern African country of Namibia. The focus is on action research that is carried out by school and college-based teacher educators as part of a staff development course organised by Umea University (Sweden) and the Namibian Ministry of Education and Culture [MEC]. Three of the authors were participants in this course and one was an external facilitator brought in to support the action researchers. Following a description of the general political, economic and educational situation in Namibia, and of the nature of the democratic reforms in teaching and teacher education, six action research projects completed by the 1995 course participants are briefly described. These studies uncovered gaps between the rhetoric and reality of the reforms, illuminated the complexities under less than ideal conditions, and contribute concrete ideas about how to address some of the problems that arose in implementing the reforms. The role of action research in teacher education reform in developing countries is considered.

Maximizing the Benefits of TCS Partnerships

TCS (the Teaching Company Scheme) provides a mechanism whereby a programme of work can be undertaken jointly between industrial and academic partners by a TCS Associate. The main objective is that benefits will accrue to all three primary stakeholders; the company, the Associate and the higher education institution. The advantages to the company and the Associate from participating in such a collaborative venture are readily identifiable and this paper sets out to discuss what benefits can be obtained from the university's point of view, and how these may be maximized. The paper looks at the impact of TCS programmes on both undergraduate and postgraduate courses, research activities and research assessment, staff development and new course generation and validation. In addition, grant budgets are discussed and financial benefits to the university identified. Finally, it is emphasized that a major outcome of a TCS programme is that it creates a communication path between industry, government agencies and academic institutions. Without such ongoing dialogue, collaboration cannot take place.