An Integrated Multiple-Stakeholder Evaluation of Eight Minority Worker Training Programs

2013 ◽  
Author(s):  
Sue Ann Sarpy ◽  
Jennifer D. Kaufman ◽  
Kristin Smith-Crowe
Keyword(s):  
Training Programs ◽  
Worker Training ◽  
Multiple Stakeholder ◽  
Minority Worker ◽  
Stakeholder Evaluation

The Border Poll Crew: Engaging Bilingual Youth in Local Elections in El Paso, Texas

2008 ◽  
Vol 30 (2) ◽  
pp. 45-48 ◽  
Author(s):  
Guillermina Núñez ◽  
Alfonso Sánchez
Keyword(s):  
Training Programs ◽  
El Paso ◽  
Local Elections ◽  
Ethnographic Methods ◽  
Electoral Process ◽  
Local Dynamics ◽  
Worker Training ◽  
Collaborative Processes ◽  
Election Poll ◽  
Voting Technology

Understanding the cultural and linguistic dynamics between voters and poll workers is helpful in training and incorporating bilingual poll workers in the electoral process. The November 2006 mid-term elections required an estimated 1.5 million poll workers nationwide. National Public Radio's Pam Fessler (October 2006) reported on how the increase use of voting technology has contributed to the complexity and challenges of hiring well-trained election poll workers. The use of ethnographic methods can serve as useful strategies for examining local dynamics between voters and poll workers, while the collaborative processes involved in applying anthropology can help facilitate future poll worker training programs to outreach to diverse voting populations at the polls.

scholarly journals Training Center Employees’ Perceptions of the Village Animal Health Worker Training Program in Nepal

2020 ◽  
Vol 2 (1) ◽  
pp. 1-10
Author(s):  
Ramjee Ghimire
Keyword(s):  
Learning Community ◽  
Health Worker ◽  
Professional Learning ◽  
Training Programs ◽  
Animal Health ◽  
Monitoring And Evaluation ◽  
Training Center ◽  
Worker Training ◽  
Community Theory ◽  
June July

Employees are an integral part of training organizations. They play key roles in planning, implementing, and monitoring and evaluation of training programs. However, employees’ perceptions of training programs have not been fully studied. Building on professional learning community theory, this study sought to assess training center employees’ perceptions of village animal health worker (VAHW) training in Nepal. Twenty-seven employees took part in a group-administered survey conducted in June-July 2012. Respondents appreciated trainees’ participation in class discussions, availability of class handouts to trainees, and instructors’ facilitation skills. They indicated problems in participant selection, inadequacy of educational materials, and no or limited monitoring and follow-up of training programs. The findings suggest to keep human resources at training centers competent and inclusive, improve the training environments, and pursue programs to sustain VAHW training and associated services.

Worker Training in Job Safety and Health: How Do We Know it Works?

1986 ◽  
Vol 6 (4) ◽  
pp. 285-296 ◽  
Author(s):  
Michael A. Vojtecky ◽  
Emil Berkanovic ◽  
Mary F. Schmitz
Keyword(s):  
Training Programs ◽  
Health And Safety ◽  
Mail Survey ◽  
Preventive Measure ◽  
Federal Law ◽  
Worker Training ◽  
Basic Assumptions ◽  
Ongoing Training ◽  
Safety And Health ◽  
Job Safety

Two methods of occupational disease and injury prevention specifically required by Federal law are education and training of workers in job safety and health. Basic assumptions underlying these strategies are that they will increase safe behavior thereby reducing health risk. However, questions continue to arise regarding the effect of ongoing training as a preventive measure and, therefore, about the practical usefulness of these assumptions. The purpose of this study was to examine the extent to which evaluations of ongoing training programs can provide information to test the basic assumptions. A self-administered mail survey concerning the evaluation practices of occupational health professionals responsible for the evaluation of health and safety training programs was conducted. Results suggest that for many evaluations the information collected is inappropriate for the uses to which it is put. Furthermore, the results also suggest that measurement validity is a problem. Thus, in effect, we have no way of knowing whether or not the majority of training programs are effective.

Identification and Remediation of At-Risk Student Clinicians in Audiology and Speech-Language Pathology

2008 ◽  
Vol 18 (1) ◽  
pp. 24-31
Author(s):  
Martha Wilder Wilson ◽  
Elizabeth Zylla-Jones
Keyword(s):  
At Risk ◽  
Training Programs ◽  
Professional Services ◽  
Speech Language Pathology ◽  
High Quality ◽  
The Public ◽  
Language Pathology ◽  
Remediation Plan ◽  
University Training ◽  
At Risk Student

Abstract The goal of university training programs is to educate speech-language pathology and audiology students to become competent and independent practitioners, with the ability to provide high quality and professional services to the public. This article describes the behaviors of “at-risk” student clinicians, so they may be identified early in their practica and remediation may be implemented. The importance of establishing a student at-risk protocol is discussed as well as a remediation plan for these students. This article summarized the Auburn University Speech and Hearing Clinic’s Student At-Risk Protocol, which may serve as a model for university training programs. The challenges of implementing such a protocol are also discussed.

A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology

2014 ◽  
Vol 24 (1) ◽  
pp. 21-26
Author(s):  
Helen M. Sharp ◽  
Mary O'Gara
Keyword(s):  
Learning Outcomes ◽  
Training Programs ◽  
Graduate Training ◽  
Graduate Programs ◽  
Core Knowledge ◽  
Speech Language Pathology ◽  
Entry Level ◽  
The Public ◽  
Language Pathology ◽  
Graduate Training Programs

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.

Sign in / Sign up

Export Citation Format

Share Document