Supervision Factors Research Articles

Imperativeness and Dimensions of Labour Welfare Measures for Employees' Fulfilment in Manufacturing Companies of Chennai

This empirical study was conducted to explore the fulfilment of labour welfare measures in selected manufacturing companies. Exploratory and descriptive research design was adopted to collect employees’ perceptions through a structured questionnaire by adopting non-random convenient sampling technique. The data collected were subjected to analysis using PSPP Version 1.0.1. The statistical tools such as percentage analysis, factor analysis, independent samples t - test, analysis of variance (ANOVA), and weighted average mean score were used in this study. The results indicated that fulfilment of welfare measures variables were reduced to seven independent factors, and the most dominant factor was found to be the Amenities Factor (AF) followed by Environment Factor (EF), Physical Well - Being Factor (PBF), Comfort Factor (CF), Yardstick Factor (YF), Food Factor (FF), and Supervision Factor (SF) in their order of dominance. We concluded that employees gave importance to counselling facilities, transport facilities, medical facilities, and housing facilities in order of importance to enhance their satisfaction levels.

Dominant factors influencing project quality in the radioactive minerals processing pilot plant construction

Monitoring and supervision of factors that predominantly affect the successful implementation of quality management systems on the project will improve the quality of construction that provides a safety factor in the construction of a pilot plant nuclear fuel processing, to determine those factors is the aim of this research. The separation of Uranium, Thorium, and Rare Earth Metals Pilot Plant was used as a case of the research. Adopted descriptive research design were the primary data collected using questionnaires. Data collected analysed thought multiple linear regressions that only done on factors that have correlation strong – very strong. International Standard Organisation series 9001:2015 and International Atomic Energy Agency safety standards series No. GS-R3 were used as independent variables (X), contamination level was used as dependent variable (Y) that reflected project quality. The result is there are three factors that statistically significant influencing project quality: leadership and commitment, project planning, and safety culture. Those factors influencing the achievement of construction quality of the pilot plant uranium, thorium and rare earth element i.e. 92.3%, while the remaining 7.7% (100-92.3%) is determined by other variables.

Development of the clinical learning evaluation questionnaire for undergraduate clinical education: factor structure, validity, and reliability study.

BackgroundTeaching and learning of clinical skills for undergraduate medical students usually takes place during the clinical clerkship. Therefore, it is of vital importance to ensure the effectiveness of the rotations within this clerkship. The aims of this study were to develop an instrument that measures the effectiveness of the clinical learning environment, to determine its factor structure, and to find first evidence for the reliability and validity of the total scale and the different factors.MethodsThe Clinical Learning Evaluation Questionnaire (CLEQ) is an instrument, consisting of 40 items, which have been developed after consideration of the results of a qualitative study that investigated the important factors influencing clinical learning, both from the perspective of students, as well as teachers. Results of relevant literature that investigated this issue were also incorporated in the CLEQ. This instrument was administered to a sample of students (N = 182) from three medical colleges in Riyadh city, the capital of Saudi Arabia. The factor structure of the CLEQ (Principal component analysis, Oblimin rotation) and reliability of the factor scales (Cronbach’s α) were determined. Hypotheses concerning the correlations between the different factors were tested to investigate their convergent and divergent validity.ResultsOne hundred and nine questionnaires were returned. The factor analysis yielded six factors: F1 Cases (8 items), F2 Authenticity of clinical experience (8 items), F3 Supervision (8 items), F4 Organization of the doctor-patient encounter (4 items), F5 Motivation to learn (5 items), and F6 Self awareness (4 items). The overall internal consistency (α) of the CLEQ was 0.88, and the reliabilities (Cronbach’s α) of the six factors varied from .60 to .86. Hypotheses concerning the correlations between the different factors were partly confirmed, which supported the convergent validity of the factors, but not their divergent validity. Significant differences were found between the scores of the students of the three different schools on the factors Supervision and Organization of patient-doctor encounter.ConclusionsThe results of this study demonstrated that CLEQ is a multidimensional and reliable instrument. It can be utilized as an evaluation tool for clinical teaching activities, both by educators as well as students. Further research is needed into the validity of the CLEQ.