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The development of Trainer Resources...

Bloom, Nancee.

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The development of Trainer Resources for non-professional trainers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The development of Trainer Resources for non-professional trainers./
作者:	Bloom, Nancee.
面頁冊數:	280 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-02, Section: A, page: 0434.
Contained By:	Dissertation Abstracts International67-02A.
標題:	Education, Industrial. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3205326
ISBN:	9780542537226

The development of Trainer Resources for non-professional trainers.
Bloom, Nancee.

The development of Trainer Resources for non-professional trainers. - 280 p.

Source: Dissertation Abstracts International, Volume: 67-02, Section: A, page: 0434.

Thesis (Ed.D.)--Teachers College, Columbia University, 2006.

This study addressed a common but scarcely acknowledged workplace practice in which those with subject matter mastery, special competencies or supervisory/managerial positions are designated to deliver training, generally with limited support. Referred to as Non-Professional Trainers in this study, for them training is typically an added job role, a secondary aspect of work responsibilities. This hidden dilemma appears rampant. In contrast, the primary responsibilities of Professional Trainers are to use training techniques to achieve various organizational goals. This research was to undertaken to determine if the readiness of Non-Professional Trainers to deliver training could be positively impacted by providing just-in-time, customized train-the-trainer materials.

ISBN: 9780542537226Subjects--Topical Terms:

1017516
Education, Industrial.

The development of Trainer Resources for non-professional trainers.
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500 $a Source: Dissertation Abstracts International, Volume: 67-02, Section: A, page: 0434.
500 $a Adviser: Maria Volpe.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2006.
520 $a This study addressed a common but scarcely acknowledged workplace practice in which those with subject matter mastery, special competencies or supervisory/managerial positions are designated to deliver training, generally with limited support. Referred to as Non-Professional Trainers in this study, for them training is typically an added job role, a secondary aspect of work responsibilities. This hidden dilemma appears rampant. In contrast, the primary responsibilities of Professional Trainers are to use training techniques to achieve various organizational goals. This research was to undertaken to determine if the readiness of Non-Professional Trainers to deliver training could be positively impacted by providing just-in-time, customized train-the-trainer materials.
520 $a The study included the development of Trainer Resources, highly tailored trainer materials designed for Non-Professional Trainers and produced for a global information conglomerate. The set included a booklet, job aids, a PowerPoint presentation, a training session, guides and templates. A needs assessment was conducted and the materials were refined, approved, tested, delivered and evaluated.
520 $a These materials consolidated, utilized and simplified extensive literature in adult education, document design, training and organizational development and drew upon prior versions produced for four sites which were included in archival data collection. Viewpoints were gathered from Non-Professional Trainers, Professional Trainers, Business Sponsors and Course Attendees.
520 $a Employing qualitative methods such as questionnaires, interviews, observation, document analysis, and informal focus groups, the research approach was particularly influenced by grounded theory.
520 $a The findings showed that a majority of Non-Professional Trainers expressed a need for guidance in training; substantial agreement was also found regarding best practices. However, both educational and non-educational factors impeded the training of Non-Professional Trainers. Chief among these was the difference between the value organizations espoused regarding training and a lack of provision for upholding standards.
520 $a The results indicated that organizational commitment of resources, such as time and quality control, impacts training initiatives delivered by Non-Professional Trainers; for example, they are frequently assigned training roles while expected to meet primary work responsibilities. Moreover, their training skillfulness is assumed or disregarded.
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