Training Council Research Articles

A pragmatic analysis of social dialogue in Turkey

Social dialogue (hereinafter SD) is characterized by a variety of factors. An approach to SD cannot be confined to its legalistic component. Labour legislation can never tell the full story. Equally important are the historical, political, cultural, economic and social, and international components. The problematic nature of SD in Turkey cannot be put into perspective and solved unless it is considered in conjunction with the interdependence between aggregate components shaping it. Thus, a pragmatic look at SD has to address the problems emanating from its various components. Institutional framework. Labour legislation provides for the establishment of various bipartite, tripartite, and tripartite plus bodies and mechanisms at the national and establishment levels. Work Assembly, Economic and Social Council, and Tripartite Consultation Board are the main national-level institutions. Other formal platforms for social dialogue at the national level include, inter alia, the Minimum Wage Board, Supreme Arbitration Board, Unemployment Insurance Fund Management Board and the Occupational Standards Commission functioning under ISKUR (Turkish Employment Organization), Commission on the Cessation of Work in Workplaces or Disclosure of Workplaces, Apprenticeship and Vocational Training Council, Provincial Apprenticeship and Vocational Training Boards, and the general congresses and managing boards of public social security organizations. The new Turkish Labour Act of June 2003 envisages employer’s obligation to inform workers of the conditions applicable to the contract and information-sharing and consultation in procedures pertaining to projected collective redundancies apart from trade union representatives and some bipartite and tripartite bodies at the establishment level. Collective bargaining is the most widespread form of social dialogue. Turkey is on the verge of major social and economic innovations. There is an indisputable impact of EU law on the evolution of SD mechanisms. Sound social dialogue and resulting social pacts will serve as a means of strengthening Turkey’s capacity to manage change as well as to prepare for Union membership. According to the National Programme for the Adoption of the Community Acquis and the ‘Revised Version of the National Programme for the Adoption of the Acquis’ and the ‘Decision on the Implementation and Coordination and Monitoring of the NPAA’, the current level of social dialogue in the establishment has to be enhanced in line with the Council Directive 2001/86/EC of 8 October 2001 supplementing the Statute for a European company with regard to the involvement of employees and Middle Eastern Studies, Vol. 43, No. 1, 143 – 152, January 2007

An Overview on Training Conducted by Pokhara Tourism Training Centre, Pokhara

Pokhara Tourism Training Center (PTTC) under the Council for Technical Education and Vocational Training, and Skill Development Training Center (SDTC), Pokhara Branch, under the Ministry of Labor, are conducting skill-oriented training in Pokhara. Both institutions have emphasized the short-term training. SDTC has conducted 19 different training programs and trained 4,116 people, and PTTC has conducted 21 different training and trained 2,552 people till FY 2057/ 058. PTTC offers both short and long-term training. In short term courses, 2765 participants have participated so far. In both short term and long-term courses, in total, 3,352 trainees received various kinds of training.. PTTC may focus the short-term training due to its popularity. 
 
 Journal of Nepalese Business Studies Vol.1(1) 2004 pp.93-98

Local Representations in Crisis: Governance, Citizenship Regimes, and UK TECs and Ontario Local Boards

In this paper I critically examine new forms of state–civil-society arrangements via a case study of non business stakeholder representation in UK Training and Enterprise Councils and in Local Boards for Training and Adjustment in Ontario, Canada. Drawing on insights from both poststructural and regulationist approaches, I situate their development and crises in what Jenson and Phillips term ‘citizenship regimes’. Local representation of labour and equity groups could be effective and reflected struggles over both recognition and redistribution. However, representation often depended on resources drawn from other scales and especially on the relationship of stakeholders with the provincial and national state. Local representation has some autonomy from macroshift in citizenship regimes, but in both cases there is strong evidence that the state is able to incorporate stakeholder representation into what Jessop terms ‘metagovernance strategies’, although it cannot necessarily control it.

The Link between Organizational Learning Capability and Quality Culture for Total Quality Management: A Case Study in Vocational Education

Both the total quality management (TQM) and learning organization (LO) appear to be promising approaches for organizational transformation towards a more effective, efficient, and responsive organization in the past. The evolutionary development and theory supports for these two fields are distinct but they appear to have more in common than they have in distinctiveness. However, there is little synergy developed between these two fields both in academic research and industrial applications. It is possibly due to the facxt that both the academia and industry are taking a limiting polarized view of TQM and LO and hence not getting the benefits of linking the two. This paper tries to establish a link between the organizational learning capability and the quality culture for TQM implementation based on a case study on the largest vocational education institution, the Vocational Training Council, of Hong Kong. The study reveals that there is a strong positive correlation between organizational learning capability and quality culture. The exploratory explanations for the links between the organizational learning capability constructs and the quality culture constructs are also discussed in this paper. The findings of the study support other literatures that TQM should be embedded in LO and serves as an enabler for organizational learning (OL) in transforming and creating organizations which continuously expand their abilities to change and shape their future.

A Complexity Approach To Co-Creating An Innovative Environment

The distinguishing characteristic of complex co-evolving systems is their ability to create new order. In human systems this may take the form of new ways of working or relating, new ideas for products, procedures, artefacts, or even the creation of a different culture or a new organizational form. This article will explore the creation of new order using the principles of complexity and the concepts of creativity and innovation. It will argue that innovation can be facilitated by an enabling environment based on the logic of complexity and describe how one organization (the Humberside Training and Enterprise Council) co-created an innovative environment and changed its culture, ways of working, thinking, and relating.

Sėkmės kūrybos mokymo problema

Straipsnyje kalbama apie jaunimo ugdymą, kuriuo jis mokomas kurti sėkmingą gyvenimą tėvų šeimoje, sėkmingą mokymąsi, sėkmingą darbą, sėkmingą savo šeimos ateiti: gebėjimą sėkmingai veikti visuomenėje, ir bandoma analizuoti sėkmės kūrybos veiksnius šeimoje, mokykloje. Tuos veiksnius apibūdina tokie žodžiai kaip savigarba, refleksija, sėkmė, kūryba, projektas, planas, veikmė.

Being a Learning Organisation: Humberside Training and Enteerprise Council, UK

This article is not written from a scientific or academic perspective, but as more of a story — of how we developed Humberside Training and Enterprise Council (TEC) into a learning organisation using the concepts of complex adaptive systems. A word of caution: no matter how many times I tell this story and no matter how many caveats I put on it, it always sounds as though we knew where we were going and that we had some grand plan for becoming a learning organisation. But we didn't, and for those of you who have experienced complexity you will know that we couldn't have, because complexity just doesn't work that way. So please read this as a journey with success and failures, great surges ahead, blind alleys and steps back, and no clear idea of where we were going.

Michelle Riba, M.D., M.S., 131st President, 2004–2005

Back to table of contents Previous article Next article Presidential PaperFull AccessMichelle Riba, M.D., M.S., 131st President, 2004–2005John F. Greden, M.D.John F. GredenSearch for more papers by this author, M.D.Published Online:1 Nov 2005https://doi.org/10.1176/appi.ajp.162.11.2048AboutSectionsPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinked InEmail I have the distinct honor of introducing Dr. Michelle Riba, President of our esteemed American Psychiatric Association.I will begin her introduction with a story. I first met Michelle in 1993 when we recruited her for a position at the University of Michigan. As the interview closed, I looked at her and asked, “How long do you suppose it will take before you become President of the American Psychiatric Association?” Despite preconceived stereotypes among some in our society about psychiatrists, I had no crystal ball. Michelle simply radiated leadership 12 years ago even as she does now. A few selected examples illustrate her wide-ranging skill sets.First, Michelle is a world leader in education. Teaching appears to be in her genes. Indeed, before becoming a psychiatrist, she taught high school chemistry and biology. At the University of Michigan Department of Psychiatry, she served first as our Director of Residency Education and later as Associate Chair for Education and Academic Affairs. She has received APA’s Nancy Roeske award for excellence in medical student education twice and served as President of both the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry. When the Institute of Medicine compiled a team to help remedy the severe shortage of academic psychiatry clinical investigators, Michelle was appropriately asked to be a member of that elite group. As APA President, she has played a key role in the National Psychiatry Training Council, which the National Institute of Mental Health established to implement the Institute of Medicine guidelines. I have the privilege to co-chair that group, a collection of ALL key players in the field, and as a side commentary, it is my hope that all members of our profession will recognize and support this vitally important effort to create a new generation of academic psychiatrists.In clinical domains, Michelle excels in consultation-liaison psychiatry. Some teach and talk collaboration; Michelle exemplifies it. At Michigan, she led the development of the PsychOncology Program and serves as its Director. The Ford Motor Company awarded her the “Partners in Health Award”—the Cancer Center’s highest annual honor—for this program.I recently asked Dr. Riba to assume a new position as Associate Chair for Integrated and Collaborative Services in our department. This new position requires her to lead, develop, organize, integrate, and manage new opportunities for clinical, educational, and research collaborations among our Department of Psychiatry and the Depression Center, on the one hand, and other Centers of Excellence within our health system, on the other. Without such bridge building, it is my belief that psychiatry will not succeed in forging and solidifying the partnerships that enable our most promising tremendous scientific advances to be translated into the mainstream clinical delivery in our nation’s complex health system.Academically, Dr. Riba is a prolific, practical, and powerful voice. She has over 100 peer-reviewed articles, chapters, and abstracts and has edited or co-edited more than 25 books. She is an administrative legend. She prioritizes, organizes, and accomplishes, quietly juggling multiple projects without ever appearing to be multitasking, and is not afraid to dream. She also is not afraid to take positions that firmly defend values of importance to our patients and families and that emphasize the role of psychiatrists in their care. For example, she recently launched a task force on college mental health, emphasizing the essential participation of psychiatrists in the delivery of care for our student populations.Finally, Michelle is a wonderfully balanced individual: a dedicated daughter, a remarkable spouse to Artie, and a devoted Mom for Elisa and Erica. In essence, she does it all. The American Psychiatric Association has been privileged to be led by this President, Dr. Michelle Riba.Dr. Greden is Rachel Upjohn Professor of Psychiatry and Clinical Neurosciences and Chair, Department of Psychiatry; Executive Director, University of Michigan Comprehensive Depression Center; and Research Professor, Molecular and Behavioral Neuroscience Institute, University of Michigan. Address correspondence and reprint requests to Dr. Greden, Department of Psychiatry, University of Michigan, MCHC Box 0295, 1500 East Medical Center Dr., Ann Arbor, MI 48109-0704; [email protected] (e-mail). FiguresReferencesCited byDetailsCited ByNone Volume 162Issue 11 November 2005Pages 2048-2048 Metrics PDF download History Published online 1 November 2005 Published in print 1 November 2005

Education through telemedicine networks: setting quality standards

Quality standards for educational programming have received limited attention in telemedicine. We selected five sets of standards from the distance education literature established by: (1) the American Council on Education; (2) the American Distance Education Consortium; (3) the Council of Regional Accrediting Commissions; (4) the Distance Education and Training Council; (5) the Innovations in Distance Education Project. The standards were reviewed to determine the purposes they were intended to serve and the process by which they were established. The content of the five sets of standards were summarized around the 'four commonplaces' of education: learner, teacher, curriculum and context. Four major findings emerged. First, none of the sets of standards addresses all of the issues that are potentially relevant to telemedicine education; all emphasize certain topics while neglecting others. Second, there are some important aspects of telemedicine that are not addressed at all, such as patient confidentiality. Third, the standards generally provide a framework for defining high quality in distance education, leaving to those at the local level the task of deciding how a standard applies in their setting. Finally, the standards reviewed have many elements that could potentially apply to telemedicine education. Setting quality standards for education through telemedicine requires a systematic approach and a means for continuous improvement of those standards.

The Institute of Medicine's Report on Research Training in Psychiatry Residency: Strategies for Reform--Background, Results, and Follow Up

The National Institute of Mental Health (NIMH) determined that declines in the psychiatrist-researcher workforce are harming public needs and that significant steps are necessary to alter current trends. The NIMH commissioned the Institute of Medicine (IOM) to examine the undersupply and recommend solutions. The NIMH subsequently appointed a National Psychiatry Training Council (NPTC) to facilitate implementation of the IOM's recommendations. The IOM recommendations and preliminary NPTC actions to address them are described. Increasing the psychiatrist-researcher workforce will require interventions involving many institutions. The NPTC's efforts may offer practical solutions for approaching complex and admittedly challenging difficulties.

The Impact of Criminal Conviction Disclosure on the Self-reported Offending Profile of Social Work Students

Summary Data gathered at a Scottish institute of higher education between 1986 and 2000 indicate a significant reduction in the scale of self-reported offending behaviour by social work students. The change coincided with the introduction by the Central Council for Education and Training in Social Work (CCETSW) in 1989 of a requirement that applicants for training disclose prior to admission any criminal convictions recorded against them. The article suggests that more prolific offenders have been deterred from applying to DipSW programmes and the social work profession needs to take steps to create a more positive climate for the recruitment of those offenders who represent no more of a threat to users than non-offenders.

Going beyond training: theory and practice in managing learning

The establishment of new bodies to replace the Central Council for Training and Education in Social Work (CCETSW) and to regulate the social work profession provides the opportunity to establish an improved progressive system of qualifications and continued professional development in the coming years. With the current pressure on social work agency budgets it is imperative that precious training resources—staff and money—are used to make the maximum impact on service delivery. Our involvement in the provision of a range of training programmes leads us to believe that much of the staff development and training effort invested by agencies in their staff often seem to have a limited impact on effectiveness. A change in approach is needed so that learning is placed at the heart of organisational processes to maximise the benefits of affirmation and growing professional confidence. This is essential if we are to continue to ‘nurture’ valuable professional staff and ensure that services remain flexible, creative and responsive in meeting ever‐rising public expectations. This paper examines some of the challenges of evidence‐based practice and the demands for routine evaluation and objective‐setting. The advantages and disadvantages of a competence specification approach within the development of service and occupational standards as the basis for professional education are discussed. The paper argues that strategies for practice learning require the development of learning organisations and a better academic and agency partnership to support more effective professional education and continued professional development.

Voices of the five doctoral training councils in psychology: seeking common ground on Combined-Integrated doctoral training in psychology.

Doctoral training programs in psychology are accredited by the American Psychological Association in four areas: Clinical, Counseling, School, and Combined-Integrated (C-I) psychology. Each area of doctoral preparation in psychology has its own council, which represents its interests within the field and to external constituents. Despite the fact that Combined-Integrated training programs have existed since the mid-1970s, the Consortium representing this area's interests only formed in the past two years. The purpose of this article was to obtain input from representatives of all five training councils regarding the role of the newly formed council in relation to the other councils and the role of Combined-Integrated training. We begin with a brief description of each of the five councils. We then summarize the representatives' responses to narrative questions regarding advantages and disadvantages associated with meeting to discuss the combined model. Finally, common and divergent themes across the councils in training psychologists are presented, and the future role for Combined-Integrated programs is discussed.

Training the Next Generation Of Patient-Oriented Investigators

Training the Next Generation Of Patient-Oriented Investigators

インターネットを活用した病院実習支援システムの現状と問題点

Pharmaceutical education has come to a major turning point when major changes are taking place, and training in hospitals is now obligatory for pharmacy students. It is therefore important for hospitals to offer a high quality of training.For this purpose, guidelines for pharmacist training in hospitals and a qualification system for hospitals offering such training have been proposed. Additional provisions for pharmaceutical education have been established under the title “Models for Pharmaceutical Education, Core Curriculum for Practical Training and Curriculum for Final Year Training”.However, except for those affiliated with medical schools, education is not a primary concern for hospitals, making it difficult to follow the above guidelines for many hospitals, of which ours is one.Every year, we receive several students who wish to do their training close to home but they cannot receive instruction in some of the subjects in the guidelines because we do not offer the related services, causing us great concern.To fill the gap, however, we have developed a system called “Support System for Pharmaceutical Training in Hospitals using the Internet” and it is now in operation. Since the amount of information on the Internet that can be used for training purposes is very limited, our system is still far from satisfactory but students have been finding it useful.A major limitation we face is the lack of teaching materials available for our system. Solving this problem is very important for hospitals such as ours that do not offer some of the services in the guidelines, as well as for improving the quality of pharmaceutical education. This problem will never be completely solved, however, unless individual hospitals start to offer the services that they now lack. It is thus necessary for the teaching hospitals and the Hospital Training Council to develop a system for augmenting the amount of teaching materials available.With the rapid spread of the Internet, many educational programs using it have been developed to fill gaps between the levels of education provided by different institutions, and they are highly regarded. Thus, in order to improve the quality of training programs in hospitals having similar problems to ours, it is necessary for general hospitals, universities, and teaching hospitals to collaborate on producing more teaching materials for pharmaceutical training.

Malmquist productivity index estimation with zero-value variables: The case of Greek prefectural training councils

The paper suggests a technique for the parametric estimation of the Malmquist productivity growth index when the dataset to be analyzed contains a considerable number of observations with zero values. A dummy variable technique suggested by Battese (J. Agric. Econom. 48 (1997) 250) is extended to a translog specification of the input distance function. Moreover, technical changes (TCs) are decomposed into neutral and biased components and the sources of total productivity growth are computed via formulae explicitly accounting for the discrete nature of the data. Our approach has been applied to the Greek prefectural training councils—a state extension system for the general public. Findings indicate a considerably negative productivity growth primarily attributable to regressive TC.

The Training of Head and Neck Surgeons: The Care of Head and Neck Patients<subtitle>2002 Presidential Address, American Head and Neck Society</subtitle>

Two years ago in San Francisco, our president, Jesus E. Medina, MD, in his inspirational address entitled “Tragic Optimism vs Learning on the Verge of More Change and Great Advances,” analyzed the factors that influence the decision of residents to select advanced fellowship training in head and neck surgery. He challenged us to be flexible and reminded us that the future belongs to those who are learners and can cope with change, not to those who are learned and live in the past. The following year, responding to that challenge in his presidential address, Ernest A. Weymuller, Jr, MD, explained how the American Head and Neck Society had modified fellowship training, making it more flexible and permitting 1-year fellowships with appropriate curricula. He warned us about disturbing trends in applications to otolaryngology residencies and challenged the leadership of the specialty to modify residency program requirements. I consider the head and neck fellowship program to be the most important accomplishment of our society. Originally conceived as a response to “dabblers,” those individuals without adequate training or experience to appropriately care for patients with head and neck cancer, the goals of the fellowship program have matured through the years. The curriculum has changed, and the intent now is not simply to graduate competent head and neck surgeons but also to train the researchers and teachers who will be the future leaders of our specialty. Just as we have come to rely on evidence-based medicine to analyze the outcome of medical treatment, I thought it would be worthwhile to study our fellowship program to determine if our graduates are indeed achieving the goals that we have set for them. To do this, I created a questionnaire that was sent to all of the graduates of our approved fellowships during the past 11 years. This questionnaire asked for information about the residency training of the fellows, the current nature of their clinical practice, their research accomplishment, and their degree of satisfaction with their practices. The study was limited to North American graduates of Advanced Training Council–approved fellowships. This decision was made with difficulty. Our international members have become one of the greatest strengths of our society. One of the most important achievements of our fellowship programs has been the training of international graduates who return to their home countries, where they become the leaders of our specialty abroad. They were excluded from this survey, not because of a lack of respect for what they have accomplished but because the nature of medical practice overseas is so different from practice in North America that comparisons would be meaningless. I also did not include graduates of those fellowships that are not approved by our Advanced Training Council, recognizing that there are some unapproved fellowships From the Section of Head and Neck Surgery, Departments of Surgery and Otolaryngology, Long Island Jewish Medical Center, The Long Island Campus of the Albert Einstein College of Medicine, New Hyde Park, NY. PRESIDENTIAL ADDRESS

Erratum

This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/13697230210815890. When citing the article, please cite: (2002), “Meat Training Council aims to make willing workers into professional managers”, Training Strategies for Tomorrow, Vol. 16 Iss: 2, pp. 8 - 10.

Managing retention under he new skills agenda

Colleges may be well placed to compete with industry training providers if retention continues to be a key factor in attracting and retaining funding under the Learning and Skills Council (LSC), but college managers will need to be proactive in their approach. Issues concerned with the retention and early leaving, or drop out of students have assumed renewed significance and emphasis in the further education (FE) sector since incorporation. Under the new LSC, where value for money is a key measure of success, increasing recruitment, improving retention and seeking to understand and address early leaving, from a wide range of education and training programmes, are set to remain high on the agenda, for managers working in FE and industry training organisation. This article summarises research carried out with training provider managers to explore strategies to improve retention on training programmes previously funded by the Training and Enterprise Councils (TECs). The article concludes that, staff employed by training providers to support trainees and provide training, are a key factor in reducing the rate of early leaving. Provision of monitoring, support and guidance is a key factor for improving retention, although not all factors affecting retention can be controlled by training provider managers, especially when trainees’ decisions are influenced by financial considerations.

The End of TECs: A Challenge for Partners and Successor Bodies to Maintain Discretionary Activity

This paper examines the scale and form of discretionary activity in Training and Enterprise Councils (TECs). Discretionary activity was a key aspect of TECs. In particular it underpinned their role to be flexible local agents offering leadership and finance to lever partnerships with other agents. The paper examines TEC discretionary activity at the peak of its development in 2000. This amounted to about 200m per annum. Their activity covered fields of economic development, business support, education and training, and workforce development. TECs were abolished from April 2001. The paper examines the challenges faced by successor bodies (the Learning and Skills Council, Regional Development Agencies, and the Small Business Service) in maintaining significant local initiatives. TEC projects chiefly depended on the TEC for both leadership and finance. Without a continuation of both, many local projects will disappear and employer commitment is endangered. Employer commitment is shown chiefly to have involved large national firms, or significant local and regional employers. Their commitments and the need for leadership appear to be the most fragile elements, which are hence most vulnerable.