Lalina Coulange, Kari Stunell and Grégory Train
In March 2020, with only two working days’notice the French national education system went online due to the coronavirus pandemic. This study explores the relationship between the…
Abstract
Purpose
In March 2020, with only two working days’notice the French national education system went online due to the coronavirus pandemic. This study explores the relationship between the move to distance learning, the teaching practices employed and the socio-economic context of the learners in French schools during this period. We ask how far the changes in teaching practices during the coronavirus crisis were influenced by the social context of teaching. And to what extent this context influenced the focus of the pedagogical continuity those teachers set up.
Design/methodology/approach
A review of the literature situates the study within the field of mathematics teaching practices. The study was carried out through a multidimensional analysis using multiple correspondences of the responses of 368 French secondary school mathematics teachers to an online questionnaire.
Findings
We found that the unprepared move to distance learning impeded the employment of dialogic practices. The socio-economic situation of the teaching was identified as a determining factor in the teachers' different interpretations of the term pedagogical continuity. Whilst those working in more deprived areas tended towards practices which focused on maintaining pupils' links with school, consolidation of knowledge and providing social/affective support, those teaching a more privileged public favoured tools and practices which allowed them to focus on the disciplinary content of their teaching.
Practical implications
The challenge of maintaining dialogic activities – teacher education to combat inequalities.
Originality/value
A quantitative study of mathematics teachers providing pedagogical continuity through distance learning for the duration of the crisis.
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Megan E. Gregory, Daniel M. Walker, Lindsey N. Sova, Sheryl A. Pfeil, Clayton D. Rothwell, Jaclyn J. Volney, Alice A. Gaughan and Ann Scheck McAlearney
Health-care professionals undergo numerous training programs each year in order to fulfill licensure requirements and organizational obligations. However, evidence suggests that a…
Abstract
Health-care professionals undergo numerous training programs each year in order to fulfill licensure requirements and organizational obligations. However, evidence suggests that a substantial amount of what is taught during training is never learned or transferred back to routine work. A major contributor to this issue is low training motivation. Prior conceptual models on training transfer in the organizational sciences literature consider this deficit, yet do not account for the unique conditions of the hospital setting. This chapter seeks to close this gap by adapting conceptual models of training transfer to this setting that are grounded in organizational science. Based on theory and supplemented by semistructured key informant interviews (i.e., organizational leaders and program directors), we introduce an applied model of training motivation to facilitate training transfer in the hospital setting. In this model, training needs analysis is positioned as a key antecedent to ensure support for training, relevant content, and perceived utility of training. We posit that these factors, along with training design and logistics, enhance training motivation in hospital environments. Further, we suggest that training motivation subsequently impacts learning and transfer, with elements of the work environment also serving as moderators of the learning-transfer relationship. Factors such as external support for training content (e.g., from accrediting bodies) and allocation of time for training are emphasized as facilitators. The proposed model suggests there are factors unique to the hospital work setting that impact training motivation and transfer that should be considered when developing and implementing training initiatives in this setting.
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Decision theoretic utility analysis has long been proposed as a method for analyzing the monetary impact of training. Increasing complexity in the training environment requires…
Abstract
Decision theoretic utility analysis has long been proposed as a method for analyzing the monetary impact of training. Increasing complexity in the training environment requires, however, that additions be made to the basic algebraic assessment formulas. One such addition may include the effect of levy‐grant systems that stem from legislation and are designed to incentivize employer provided training EPT). The impact of such incentive systems on the bottom‐line of a company is a vital consideration in what training to apply and whether to participate in the grant incentive activities. Interest in the range of evaluation techniques is increasing. This article accordingly adjusts the basic decision theoretic utility analysis techniques for the special case of a levy‐grant incentive, using South Africa as a case study. It is hoped that the principles used here can thus be extrapolated to other skills development systems, allowing both organizations and policy makers to make optimal decisions.
Gregory D. Hanson, Robert L. Parsons and Wesley N. Musser
The 1997 merger of two USDA agencies, the Agricultural Stabilization and Conservation Service and the Farmers Home Administration, into the Farm Service Agency created a need for…
Abstract
The 1997 merger of two USDA agencies, the Agricultural Stabilization and Conservation Service and the Farmers Home Administration, into the Farm Service Agency created a need for consistent finance training. A highly successful Penn State Cooperative Extension borrower training program was selected to provide national financial training to more than 850 new staff and former loan technicians, and former ASCS staff and district directors. Analysis of workshop evaluations, based on pre‐workshop knowledge levels, identified five distinct clusters of trainees differing substantially in terms of experience, age, knowledge of finance principles, and job classification within FSA. However, evaluations confirmed testing results that the financial training was equally effective across all clusters. A critical result was that the training was successfully adapted to accommodate the distinct needs of each trainee cluster.
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This paper synthesizes the extant feedback literature, focusing on how feedback affects an auditor’s learning, performance, and motivation. Performance feedback is an important…
Abstract
This paper synthesizes the extant feedback literature, focusing on how feedback affects an auditor’s learning, performance, and motivation. Performance feedback is an important component in the auditing environment for ensuring quality control and for developing and coaching staff auditors. However, the literature on feedback in the audit environment is fragmented and limited making it difficult to assess its behavioral effects on auditors. This paper has three main objectives. The first is to review some of the influential research in psychology and management to identify key variables and issues that appear to be critical in the study of behavioral consequences of feedback in organizational settings. The second is to review performance feedback research specifically in auditing to identify the areas previously examined and synthesize the findings. The third is to suggest a variety of future research opportunities that may assist in developing an understanding and knowledge of the behavioral effects of feedback on auditors. The literature analysis has significant implications for audit research and practice. In particular, the analysis provides important insights into understanding who, how, and when performance feedback should be given to improve its effectiveness in the audit environment.
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The purpose of this paper is to examine perceptions of police departments and instructors regarding academy‐based pre‐service firearm and deadly force training.
Abstract
Purpose
The purpose of this paper is to examine perceptions of police departments and instructors regarding academy‐based pre‐service firearm and deadly force training.
Design/methodology/approach
Surveys of department‐based instructors (n=175) and state and local police departments (n=116) in Washington State provided ratings and other data on pre‐service academy training and included department‐based training provided before and/or after attending the academy.
Findings
The paper found academy graduates' skills generally were rated as adequate. Ratings for tactics and decision making were lower, and many departments noted that these areas needed more attention. Some departments also provided extensive post‐academy training before allowing their new officers to work armed. Nevertheless, many departments used BLEA's handgun qualification course‐of‐fire for in‐service requalification and, in some cases, training.
Research limitations
The research setting was one state and the study focused on firearm and deadly force training.
Practical limitations/implications
The paper shows pre‐service firearm and deadly force training is crucial for officer and public safety at the outset of officers' employment. It also lays the foundation for department in‐service training. Because departments exercise considerable latitude over the content, techniques and instructional methods of their own programs, the nature and extent of academy training has implications for officers' skills and abilities in the long term, too.
Originality/value
This paper shows prior research has concentrated on the perceptions of academy graduates and the full spectrum job tasks associated with policing and/or taking their certification examinations. It provides detailed insights into a specific training job‐task area, as well as from important stakeholders such as departments and their instructors, not previously available.
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Batia Ben-Hador, Udi Lebel and Uzi Ben-Shalom
The initial purpose of this research was to evaluate the effectiveness of intra-organizational training for developing leadership skills and the techniques used to assimilate…
Abstract
Purpose
The initial purpose of this research was to evaluate the effectiveness of intra-organizational training for developing leadership skills and the techniques used to assimilate course content. The study aims to understand incongruities in training and assess their impacts on training effectiveness.
Design/methodology/approach
Qualitative research methods were used to assess a five-day course in the Israeli Defense Forces entitled, “Developing leadership skills in the spirit of the Bible.” Triangulation of data was achieved through observations, interviews and conversations with participants. Grounded theory and thematic analysis were used, respectively, to interpret and analyze the data.
Findings
Results suggest that the course did not support the development of leadership skills. The analysis revealed two themes representing different domains: form (training techniques) and content (values). Combining the two themes indicates an incongruity between the declared and actual content of the training course. Further, this incongruity is supported by the training techniques that were used in this course.
Practical implications
A clash of values may ensue that leads to long-term confusion and difficulties for participants of the training course and the organization.
Originality/value
The study makes several theoretical contributions to the literature focusing on the importance of congruence between declared and real training content, and between form and content.
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Arianna Barbin, Mark Manning, Kari Davies and Miranda A.H. Horvath
There is a surprising lack of underpinning evidence relating to how police specialism is defined, conceived and operationalised nationally. This study aims to shed light on the…
Abstract
Purpose
There is a surprising lack of underpinning evidence relating to how police specialism is defined, conceived and operationalised nationally. This study aims to shed light on the development of specialism, adding insights towards academic and police knowledge on the topic.
Design/methodology/approach
Exploratory research was conducted to draw evidence on police specialism in England and Wales according to publications in the literature and insights from high-ranking police officers. A total of 57 documents and 10 officers’ accounts were thematically analysed. Five main themes have been identified, relating to the development, impact and barriers of specialist units, knowledge and training.
Findings
Socio-cultural, policy-based and historical information that contributed to the development of specialism in its contemporary form were discussed. The conceptual triggers for the institution of most specialist units were disasters and a need for modernisation. In both cases, police forces were faced with the inability to keep up with emerging threats and new criminal techniques. Some exceptions apply, with specialisms of sex offences still being underdeveloped and underfunded compared to other crimes. Overall, although specialism has the potential to positively impact police efficacy, the specialist knowledge of officers working within specialist units is frequently inferred – rather than measured.
Practical implications
Organisational support and the quality of training impact specialism effectiveness. The substantial lack of resources allocated to specialism means that training for some crime types is either unavailable or difficult to complete. Police officers fear that specialism might lead to elitism and corrupt police practices. There is no evidence, however, that elitist beliefs are the direct result of specialism or rather additional co-occurring organisational, cultural and force-specific or role-dependant factors. Police officers’ wellbeing and specialist capacity take a significant toll.
Originality/value
To the best of the authors’ knowledge, this was the first modern study of its kind that investigated how police specialism is conceived, instituted and prioritised in England and Wales.
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The education sector is at the forefront of developing tomorrow’s construction professionals. It is therefore important that with the current rate of change in the construction…
Abstract
Purpose
The education sector is at the forefront of developing tomorrow’s construction professionals. It is therefore important that with the current rate of change in the construction industry, education curriculum should be seen to be relevant. An area that is revolutionising the construction industry is the use of Building Information Modelling (BIM), including its potential for improving H&S on construction sites. This paper aims to focus on the perception of higher education (HE) students on the potential impact of 4D modelling on the management of site health and safety on construction sites.
Design/methodology/approach
A quasi-experimental approach was adopted to determine student’s perception of the extent to which 4D modelling and simulation can impact H&S management. Pre-test and post-test students’ perceptions of the value of 4D to management of health and safety were compared.
Findings
The influence of education was examined by using two main students groups, one group studying BIM modules within their course while the other group did not. Although minimal perception differences regarding key impacts of 4D were highlighted, the awareness differences were significant. The study demonstrated the perception of benefits regarding 4D for H&S being in the planning of site logistics, visualisation, programme accuracy and risk reduction. The study highlights the importance of relevant education, to increase awareness of 4D for Health and Safety.
Originality/value
While most of the studies reported in academic literature on education and training related to university/tertiary education, this study focused on the higher education level students. It considered this as an equally important cohort as the graduates will also contribute to health and safety management on construction sites. The study also demonstrated the value of including technology based H&S training to mirror developments in the construction industry.
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Contemporary scholarship has enabled a deeper analysis of the dynamics that gave rise to professional home science and a greater understanding of the obstacles women encountered…
Abstract
Contemporary scholarship has enabled a deeper analysis of the dynamics that gave rise to professional home science and a greater understanding of the obstacles women encountered and the strategies they employed to gain legitimacy as the field developed in the twentieth century. This paper examines how home science moved from its origins as ‘glorified housekeeping’ to encompass the ‘professional and ‘scientific’ dimensions of women’s lives. It goes beyond judgments about whether home science ‘helped’ or ‘hurt’ women, and asks instead, what we can learn from a study of the professional lives of women working in the highly gendered domains of academia, the professions and education? The article documents the scientific and professional lives of two women, E. Neige Todhunter and Emere Makere Waiwaha Kaa Mountain who completed qualifications at the Faculty of Home Science, Otago University in the 1920s and 1930s as a way of offering new insights into the professionalisation of women and a rethinking of the relationship between women and household science in the twentieth century.