Оценка эффективности обучения сотрудников организации в форме тренинга: анализ конкретного случая
Purpose. The purpose of this work is the development and testing of a program for assessing the effectiveness of training for employees of a consulting organization. Design. The first stage aimed to study the parameters of effective training (contextual part of the model). On the second stage to develop on the basis of selected parameters the methodology for assessing the effectiveness of training at several levels. There are: affective, cognitive, behavioral (hierarchical part of the model). approbation of the methodology for evaluating the effectiveness of training and determining its validity. Methods. We used semi-structured interview, moderation sessions, survey, and testing. Processing of the results was performed using the method of content analysis, statistical processing was performed using SPSS. Sample: employees of consulting company N, the total number of 201 people. Results. A contextualhierarchical model for evaluating the effectiveness of training was developed. Parameters of effective training for employees of a consulting company were identified. A methodology for evaluating the effectiveness of training by a consulting company, including three blocks, was developed and tested. Recommendations on the application of this technique in further work were given to the customer. Application: The developed methodology can be used to assess the effectiveness of training in consulting companies. Limitation: the methodology was created for the consulting company however the created assessment model and recommendations may be useful to developers of similar instruments in companies with different profile
Management in Russia is as difficult to define as a profession as it is in other countries, and the question of what education is appropriate for a future manager is also difficult to define. Business schools in russia need to think more carefully about their curriculums and about what they should be preparing their students for.
The article is concerned with results of content analysis of textbooks for high school in the area of social and human sciences. The author uses the typology of values introduced by S. Schwartz which consists of two value axes — “conservation — openness to change” and “selfassertion — caring about people and nature” — and describes values that underlie each subject area and then compares these values with results of mass surveys of the values of Russians.
The objective of this paper is to estimate the factors of intergeneration educational mobility in Russia and Soviet Union, that is to test the equality in accessing the continuation of education at the next level for children from different social groups (families with various levels of the family capital), estimated for different cohorts. The data source is Russian Longitudinal Monitoring Survey (RLMS-HSE) in 2006-11. There are panel data collected in 1994-2011. The sample is representative for Russia population as a whole. In 2006 there were some questions about respondent parents, that allow us to test if there is the dependence between educational level of respondent and some parameters of his/her parents, including their educational level, Communist Party membership and several other.
We estimated the model of probability to get the education of the given level depending on gender, age, nationality, characteristics of parents and birthplace for Russian people born in 1946-1990. Data about respondents' education are collected in 2006-11, about their parents - in 2006. The method of this model estimation is multinomial regression. The model was estimated for the pooled sample, as well as for three cohorts separately: born in 1946-60, 1961-75, 1976-90. It was found out that the family capital (first of all, the educational level of parents and urbanization level) represent an essential obstacle for educational opportunities of Russian high schools graduates. Regression estimation for the pooled sample demonstrates the significant level of dependence of respondents' education on that of their parents.
How are professors paid? Can the "best and brightest" be attracted to the academic profession? With universities facing international competition, which countries compensate their academics best, and which ones lag behind? Paying the Professoriate examines these questions and provides key insights and recommendations into the current state of the academic profession worldwide. Paying the Professoriate is the first comparative analysis of global faculty salaries, remuneration, and terms of employment. Offering an in-depth international comparison of academic salaries in twenty-eight countries across public, private, research, and non-research universities, chapter authors shed light on the conditions and expectations that shape the modern academic profession. The top researchers on the academic profession worldwide analyze common themes, trends, and the impact of these matters on academic quality and research productivity. In a world where higher education capacity is a key driver of national innovation and prosperity, and nations seek to fast-track their economic growth through expansion of higher education systems, policy makers and administrators increasingly seek answers about what actions they should be taking. Paying the Professoriate provides a much needed resource, illuminating the key issues and offering recommendations.
The concept and aim of evidence-based entrepreneurship (EBE) is discussed as a strategy to overcome the divide between knowledge developed in the field of entrepreneurship and its use in practice. We argue that meta-analyses can and should be used in entrepreneurship research (and that it should also be used for qualitative work).
Twenty-four papers examine the state of early childhood development among sub-Saharan Africa's children. Papers discuss the state of young children in sub-Saharan Africa; positioning early childhood development (ECD) nationally--trends in selected African countries; early childhood care and education in sub-Saharan Africa--what it would take to meet the Millennium Development Goals; brain development and ECD--a case for investment; new threats to ECD--children affected by HIV/AIDS; ECD in Africa--a historical perspective; (mis)understanding ECD in Africa--the force of local and global motives; fathering--the role of men in raising children in Africa--holding up the other half of the sky; ECD policy--a comparative analysis in Ghana, Mauritius, and Namibia; participatory ECD policy planning in Francophone West Africa; responding to the challenge of meeting the needs of children under three in Africa; introducing preprimary classes in Africa--opportunities and challenges; inclusive education--a Mauritian response to the "inherent rights of the child"; parenting challenges for the changing African family; ECD and HIV/AIDS--the newest programming and policy challenge; supporting young children in conflict and postconflict situations--child protection and psychosocial well-being in Angola; strategic communication in early childhood development programs--the case of Uganda; the synergy of nutrition and ECD interventions in sub-Saharan Africa; the impact of ECD programs on maternal employment and older children's school attendance in Kenya; the Madrasa ECD program--making a difference; linking policy discourse to everyday life in Kenya--impacts of neoliberal policies on early education and childrearing; community-based approaches that work in Eastern and Southern Africa; whether early childhood programs can be financially sustainable in Africa; and a tri-part approach to promoting ECD capacity in Africa--ECD seminars, international conferences, and the Early Childhood Development Virtual University. Garcia is Lead Human Development Economist in the World Bank's Human Development Department, Africa Region. Pence is Director of the Early Childhood Development Virtual University and Professor in the School of Child and Youth Care, Faculty of Human and Social Development, at the University of Victoria. Evans is Director Emeritus for the Consultative Group on Early Childhood Care and Development. Index.
Тhе article is devoted to the analysis of science, education and business as key institutional agents of civil identity in contemporary society. The civil identity is specified as a subject-object interaction between an individual and a state. Also preconditions for diversification of state power in the field of civic identity forming are determined.
The distractive effects on attentional task performance in different paradigms are analyzed in this paper. I demonstrate how distractors may negatively affect (interference effect), positively (redundancy effect) or neutrally (null effect). Distractor effects described in literature are classified in accordance with their hypothetical source. The general rule of the theory is also introduced. It contains the formal prediction of the particular distractor effect, based on entropy and redundancy measures from the mathematical theory of communication (Shannon, 1948). Single- vs dual-process frameworks are considered for hypothetical mechanisms which underpin the distractor effects. Distractor profiles (DPs) are also introduced for the formalization and simple visualization of experimental data concerning the distractor effects. Typical shapes of DPs and their interpretations are discussed with examples from three frequently cited experiments. Finally, the paper introduces hierarchical hypothesis that states the level-fashion modulating interrelations between distractor effects of different classes.
This article describes the expierence of studying factors influencing the social well-being of educational migrants as mesured by means of a psychological well-being scale (A. Perrudet-Badoux, G.A. Mendelsohn, J.Chiche, 1988) previously adapted for Russian by M.V. Sokolova. A statistical analysis of the scale's reliability is performed. Trends in dynamics of subjective well-being are indentified on the basis the correlations analysis between the condbtbions of adaptation and its success rate, and potential mechanisms for developing subjective well-being among student migrants living in student hostels are described. Particular attention is paid to commuting as a factor of adaptation.