Educating Industrial–Organizational Psychologists for Science and Practice: Where Do We Go From Here?

2014 ◽  
Vol 7 (1) ◽  
pp. 2-14 ◽  
Author(s):  
Zinta S. Byrne ◽  
Theodore L. Hayes ◽  
S. Mort McPhail ◽  
Milton D. Hakel ◽  
José M. Cortina ◽  
...  
Keyword(s):  
Graduate Training ◽  
Panel Discussion ◽  
Education And Training ◽  
Professional Preparation ◽  
Market Conditions ◽  
And Training

Graduate training in industrial and organizational (I–O) psychology has long prepared students with skills and knowledge that are highly valued by employers, both in practice and academe alike. Our article, based on a panel discussion, explores what aspects of graduate training are sought out by employers in multiple fields, what new I–O hires need to know, and ways we can improve professional preparation for both practice and academics. Although the current SIOP Guidelines for Education and Training are satisfactory for present market conditions, we explore areas where the Guidelines could be made more forward thinking in determining the kind of training I–O students should be receiving.

scholarly journals PEDAGOGICAL COMPETENCE OF MENTORS DURING THE PRE-GRADUATION TRAINEESHIP OF FUTURE NURSES

2019 ◽  
Vol 31 (4) ◽  
pp. 1131-1134
Author(s):  
Snezhana Dragusheva ◽  
Penka Petleshkova ◽  
Tanya Paskaleva
Keyword(s):  
Registered Nurse ◽  
Graduate Training ◽  
Education And Training ◽  
University Hospital ◽  
Practical Training ◽  
Further Training ◽  
Training Process ◽  
University Hospitals ◽  
Pedagogical Competence ◽  
And Training

Modern European systems of education and training in the field of healthcare are designed to train competent professionals able to provide high quality healthcare to society, and also motivated to continue improving their education and training. The job of the registered nurse requires high professionalism and participation in continuous post-graduate training and courses so that nurses can maintain a high level of competence. The mentor of future nurses has to be able to identify the different levels of acquired knowledge, skills and competences in trainees. Aim: The aim of this study is to establish the pedagogical competence of mentors and their readiness and preparation to participate in the process of training and education during the pre-graduation traineeship of the future registered nurse. Methods and subjects: In order to research the opinion of mentors of their own pedagogical competence and skills to participate in the training process during pre-graduation traineeship of the trainee-nurses assigned to them, we surveyed mentors at the following university hospitals – ‘St. George’ University Hospital, Plovdiv, MPHAL AD Haskovo, ‘Dr. At. Dafovski’ MPHAT Kardzhali, University Hospital – Stara Zagora. Findings and discussion: The questionnaire included questions to the mentors for the purpose of establishing their opinion of the required pedagogical competences and the need of further training of the mentors, and, if such need is established, the topics that should be covered. Further training of mentors shall facilitate a better quality training process during pre-graduation traineeships. By mastering pedagogical and methodological skills for working with trainees, mentors will be able to participate more fully and productively in the practical training of the students. Conclusion: The high competence of the mentor comprises skills to communicate efficiently and demonstrate a kind and positive attitude to students and patients, and gain their confidence.

Professional preparation for service quality and organizational excellence

2014 ◽  
Vol 6 (2/3) ◽  
pp. 155-163 ◽  
Author(s):  
Thong Ngee Goh
Keyword(s):  
Service Quality ◽  
Design Methodology ◽  
Education And Training ◽  
Professional Preparation ◽  
Service Industries ◽  
Content Type ◽  
Organizational Excellence ◽  
And Training ◽  
Practical Implications

Purpose – The purpose of this article is to examine some of the considerations in the preparation of professionals for service quality and organizational excellence. Design/methodology/approach – Effectiveness, rather than academic principles, is the basis of methodologies for quality excellence. Findings – The conventional approach to quality is rooted in manufacturing which has served its purpose, but is not necessarily effective in modern days. Research limitations/implications – The work is not based on empirical data, but on the rationale behind quality management. Practical implications – Reasoning of this paper would have important implications on the way education and training of future professionals are trained, especially those for quality of service. Social implications – The concept of “customer satisfaction” must be viewed in a different context vis-à-vis the new realities of globalization and importance of service industries. Originality/value – This is a subject that has not gained sufficient attention before, though the implications of education and training are far reaching.

How We Really Learn to Do Therapy

2020 ◽  
pp. 95-122
Author(s):  
Jeffrey A. Kottler ◽  
Richard S. Balkin
Keyword(s):  
Mental Health ◽  
Graduate Education ◽  
Potential Problem ◽  
Graduate Training ◽  
Graduate Programs ◽  
Education And Training ◽  
Intensive Study ◽  
Potential Client ◽  
And Training

In How We Really Learn to Do Therapy, the authors address how despite years of intensive study in graduate programs to practice mental health and thousands of hours of supervised practice, the greatest teachers are of then the clients. There are numerous holes in graduate education and training. Graduate training is highly structured, but a client’s journey in therapy may be far from a structured, organized process. Moreover, standards of training may cause more divisiveness on who is qualified to treat as opposed to applying any benefit to the potential clients. The client’s story and experience are far more beneficial to addressing rather than the clinician’s own training and experience. No amount of training will ever be enough for every potential client or every potential problem. The answers lie not in facts or truths but in the extent to which clients feel understood.

Comparative Aspects of Police Education and Training Systems in European Countries

1970 ◽  
Vol 10 (1) ◽  
pp. 141-152
Author(s):  
Kęstutis Vitkauskas
Keyword(s):  
Police Officers ◽  
Professional Education ◽  
Education And Training ◽  
Professional Preparation ◽  
European Countries ◽  
Academic Education ◽  
Common System ◽  
Training Systems ◽  
University Degree ◽  
And Training

The article analyses police preparation systems in different European countries considering European Union perspectives to establish a common system for education and training of the police. The first part of the article discusses the differences of police preparation systems models in European countries and the arguments regarding relationships among professional preparation and academic education in a common police preparation system. The author of the article comes to a conclusion that for modern police officers it is not enough to get only the professional education, to formulate special skills, but they also need an additional college or a university degree. The second part of the article introduces and discusses factors making influence to the police preparation systems in different European countries. The author comes to the conclusion, that historically different conditions of development, geopolitical and cultural factors in European countries created huge diversity of police preparation systems, which means that in order to make them closer there is a need for a deeper analysis of police structures and their preparation systems at a national level.http://dx.doi.org/10.5755/j01.ppaa.10.1.235

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