Effectiveness of Three Training Delivery Methods in a Voluntary Program

2009 ◽  
Author(s):  
Arash Salehi ◽  
Lesley Strawderman ◽  
Yunchen Huang ◽  
Shaheen Ahmed ◽  
Kari Babski-Reeves
Keyword(s):  
Delivery Methods ◽  
Voluntary Program ◽  
Training Delivery

Effectiveness of Three Training Delivery Methods in a Voluntary Program

2009 ◽  
Vol 53 (26) ◽  
pp. 1959-1963 ◽  
Author(s):  
Arash Salehi ◽  
Lesley Strawderman ◽  
Yunchen Huang ◽  
Shaheen Ahmed ◽  
Kari Babski-Reeves
Keyword(s):  
Demographic Characteristics ◽  
Online Video ◽  
Delivery Method ◽  
Delivery Methods ◽  
Voluntary Programs ◽  
Volunteer Training ◽  
Face To Face ◽  
Advantages And Disadvantages ◽  
Voluntary Program ◽  
Training Delivery

Different training delivery methods each have their own advantages and disadvantages. Method effectiveness is based on the characteristics of the trainees and the program itself. Voluntary programs require extra consideration as there is no direct obligation for volunteers to participate and interact with the system. This paper studies and compares three methods (online, video, and face-to-face) for delivering training in a voluntary program. Demographic characteristics affected trainees' preference for training delivery method. Also, the training delivery method significantly impacts trainees' performance, participation in the program, and trainees' perceptions regarding re-training. These issues should be considered when a volunteer training program is designed.

Understanding the Role of Type Preferences in Fostering Technological Literacy

2005 ◽  
pp. 106-116
Author(s):  
Karen S. Nantz ◽  
Barbara E. Kemmerer
Keyword(s):  
Knowledge Acquisition ◽  
Organizational Effectiveness ◽  
Information Literacy ◽  
Technological Literacy ◽  
Learning Preferences ◽  
Delivery Methods ◽  
Personality Differences ◽  
Training Delivery ◽  
The Relationship

This chapter examines the relationship between learning preferences and technological literacy. Based upon the work of Carl Jung, Myers-Briggs proposed a framework for understanding personality differences. The chapter suggests that applying this framework to the study of technological and information literacy can increase organizational effectiveness, particularly with respect to training, delivery methods, and information and knowledge acquisition.

Developing alternative training delivery methods to improve psychotherapy implementation in the U.S. Department of Veterans Affairs.

2017 ◽  
Vol 11 (4) ◽  
pp. 266-275 ◽  
Author(s):  
Tracey L. Smith ◽  
Sara J. Landes ◽  
Kristin Lester-Williams ◽  
Kristine T. Day ◽  
Wendy Batdorf ◽  
...  
Keyword(s):  
Veterans Affairs ◽  
Department Of Veterans Affairs ◽  
Delivery Methods ◽  
Training Delivery ◽  
The U.S ◽  
Alternative Training

scholarly journals Clinical research coordinators’ instructional preferences for competency content delivery

2018 ◽  
Vol 2 (4) ◽  
pp. 217-222
Author(s):  
H. Robert Kolb ◽  
Huan Kuang ◽  
Linda S. Behar-Horenstein
Keyword(s):  
Clinical Research ◽  
Analysis Of Variance ◽  
Repeated Measures ◽  
Task Force ◽  
Content Delivery ◽  
Educational Training ◽  
Delivery Methods ◽  
Trial Competency ◽  
Safety Considerations ◽  
Training Delivery

IntroductionA lack of standardized clinical research coordinator (CRC) training programs requires determining appropriate approaches for content delivery. The purpose of this study was to assess CRCs preferred training delivery methods related to the 8 designated Joint Task Force Clinical Trial Competency domains.MethodsRepeated measures analysis of variance and split-plot analysis of variance were adopted to compare the group means among 5 training delivery methods by 8 competency content domains and to examine whether demographic variables caused different preference patterns on the training delivery methods.ResultsParticipants reported a preference for online video; mentoring/coaching was the least preferred. Significant training delivery method preferences were reported for 3 content domains: participant safety considerations, medicines development and regulation, and clinical trials operations.DiscussionObserved statistical differences in the training delivery methods by the content domains provides guidance for program development. Ensuring that standardized educational training is aligned with the needs of adult learners may help ensure that CRCs are appropriately prepared for the workforce.

Instructional Delivery Methods for Training Students To Operate Computers: An Empirical Study

1988 ◽  
Vol 12 (2) ◽  
pp. 307-318 ◽  
Author(s):  
E. Alan Kluge
Keyword(s):  
Computer Training ◽  
Instructional Delivery ◽  
Delivery Method ◽  
Delivery Methods ◽  
Performance Time ◽  
And Performance ◽  
The Individual ◽  
Performance Results ◽  
Training Delivery ◽  
Instructional Delivery Methods

Why is it that students of apparently equal capability vary greatly in their ability to learn to use a computer system, that some individuals require little more than a manual while others require careful explanation before they are able to complete even the simplest tasks? To answer this question an experiment was conducted where students were taught how to use a computerized beverage management system by one of two instructional delivery methods, manual-based training (MBT) and instructor-based training (IBT). Subjects trained using IBT took significantly longer to train than did subjects using MBT. After being trained, however, subjects using MBT took significantly longer to complete a series of problems than did subjects using IBT. Correlations between instructional method and performance time were partially explained by the individual characteristic of field-dependence/ independence. The characteristics of anxiety, prior computer experience, sex and age did not significantly relate to training delivery method or performance. Results like these that relate success of specific training delivery methods to characteristics of individual learners may suggest ways to change computer training to accommodate a wider range of users.

scholarly journals Heat-Related Training and Educational Material Needs among Oil Spill Cleanup Responders

2018 ◽  
Vol 12 ◽  
pp. 117863021880229 ◽  
Author(s):  
Brenda L Jacklitsch ◽  
Keith A King ◽  
Rebecca A Vidourek ◽  
Ashley L Merianos
Keyword(s):  
Oil Spill ◽  
Just In Time ◽  
Health Educators ◽  
Educational Materials ◽  
Delivery Methods ◽  
Safety And Health ◽  
Printed Materials ◽  
Training Delivery ◽  
Oil Spill Cleanup ◽  
And Training

Heat-related illness (HRI), injury, and death among oil spill cleanup responders can be prevented through training and educational materials. This study assessed heat-related training and educational materials currently used and desired by oil spill cleanup responders. A needs assessment was completed by 65 oil spill cleanup responders regarding their occupational heat-related experiences and training needs. Oil spill cleanup responders reported participating on average in 37 oil spill cleanup activities per year. Most reported experiencing additional HRI risk factors, such as high temperatures and humidity and wearing personal protective equipment and clothing ensembles, respirators, and personal flotation devices. Many reported experiencing symptoms of HRI (profuse sweating, headache, weakness, decreased urine output, high body temperatures) and experiencing heat exhaustion. Although multiple prevention controls were reported, only 1 in 4 reported using an acclimatization plan. The most common training delivery method and education received included just-in-time training and printed materials. The most desirable future training delivery methods and education products were smartphone or tablet applications, printed materials, and online training. Findings from this study may be beneficial to safety and health professionals and health educators, particularly those interested in developing heat stress training and educational materials for oil spill cleanup responders.

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