Effectiveness of training and capacity building methodologies with references to supporting staffs ofHealth care Industries in Tamil Nadu, India

2019 ◽  
Vol 118 (4) ◽  
pp. 84-90
Author(s):  
N. Kumar ◽  
A. Govindarajan

Training is an experience of learning in that it seeks a relatively changes in an individual that will improve their activity to perform on the job. It involves the changing of skills, knowledge, attitudes and/orbehaviour. It may mean changing what employees know, how they work, their attitudes toward their work, or their interaction with their co-workers or supervisor. Training and capacity building programmes helps to increase the knowledge and skills of employees for performing better in a particular job. The major output of training and capacity building programmes are learning and application into the current job and assigned work. The effective training and capacity building programmes offerthe new habits, refined skills and useful knowledge during the training period that will help him/her to improve the performance. Learning experience of a training and capacity building programme that is properly planned and carried out by the organization to enable more skilled task based behaviour by the trainee. Training and capacity building programme provides ability to detect and correct error. Training provides skilland ability that may lie called on the current and future to satisfy the needs of human resources of the organization.

2019 ◽  
Vol 118 (4) ◽  
pp. 84-90
Author(s):  
N. Kumar ◽  
A. Govindarajan

Training is an experience of learning in that it seeks a relatively changes in an individual that will improve their activity to perform on the job. It involves the changing of skills, knowledge, attitudes and/orbehaviour. It may mean changing what employees know, how they work, their attitudes toward their work, or their interaction with their co-workers or supervisor. Training and capacity building programmes helps to increase the knowledge and skills of employees for performing better in a particular job. The major output of training and capacity building programmes are learning and application into the current job and assigned work. The effective training and capacity building programmes offerthe new habits, refined skills and useful knowledge during the training period that will help him/her to improve the performance. Learning experience of a training and capacity building programme that is properly planned and carried out by the organization to enable more skilled task based behaviour by the trainee. Training and capacity building programme provides ability to detect and correct error. Training provides skilland ability that may lie called on the current and future to satisfy the needs of human resources of the organization.


Author(s):  
Sona Ahuja ◽  
Diksha Yadav

The present study provides a description of the model of interactive digital pedagogy for remote areas and its impact on pedagogical satisfaction and academic achievement of students. This pedagogical intervention was designed to enrich and supplement the teaching-learning experience in remote and underprivileged schools through the use of technology. An interactive online teaching-learning system was set-up using a digital pedagogy. 150 school students and 80 prospective teachers from three higher secondary schools of Madhya Pradesh and Tamil Nadu participated in the study. Pedagogical satisfaction and academic achievement of the school students who studied in this set-up were examined. The results revealed that active learning, technological competence and learner autonomy were enhanced in an online environment when compared to an offline environment.


2012 ◽  
Vol 16 (9) ◽  
pp. 3183-3197 ◽  
Author(s):  
W. Douven ◽  
M. L. Mul ◽  
B. Fernández-Álvarez ◽  
S. Lam Hung ◽  
N. Bakker ◽  
...  

Abstract. This paper analyses the design and impact of capacity building programmes aimed at enhancing capacities of riparian professionals to address and resolve transboundary issues in international river basins. The case study is a programme developed by the Mekong River Commission (MRC). A post-training evaluation was applied to assess its impact in terms of individual capacity enhancement and change (use and application of knowledge, factors hampering application, and change in function and opportunities within the organisation). The design of the Capacity Building Programme of the MRC Flood Management and Mitigation Programme required a well balanced range of subjects (such as IWRM (integrated water resources management), model and decision support systems, and international water law). The post-training evaluation, 6 months after the last training workshop, showed an increase in familiarity with the topics for all 37 respondents, with the highest increase for the respondents with few years of working experience and from training and education institutions. The relevance of the subjects taught was highlighted by 95% of the respondents, and 78% of the participants had already used some of the acquired knowledge in their job. The respondents indicated that they did not have sufficient opportunities to apply all knowledge. The phased implementation and training of lecturers during the training workshops had a good impact, directly through increasing involvement in facilitation and delivery of the capacity building programme and through the use of the knowledge gained in short courses and development of curricula at their institute. For these types of capacity building programmes, a few recommendations can be made. The selection of participants is crucial for the application of the learned knowledge in their work. The integrative nature of transboundary water issues calls for a capacity building programme addressing a wide range of subjects, which can be understood by a wide range of professionals from different sectors. Training methods should also address this integrative nature through, e.g. roleplays and case studies. A successful capacity building programme needs to address the three levels of capacity building (enabling environment, organisations, and individual staff) and involve national and regional training and education institutes.


2022 ◽  
Vol 3 (1) ◽  
pp. 01-03
Author(s):  
Umar Farooq Baba

The COVID-19 pandemic changed us individually as well as our routines, goals, and motives. Rightly so, some changes may last longer. Importantly, the pandemic has made us understand several lessons, and has tried to enhance our positive perspective regarding life and its requirements. We came to know how quickly we are capable of adapting to changes. These adjustments proved beyond doubt that there’s not much in life that is truly indispensable. We are practising self-care in a multitude of ways. We might not have thought of our power of resilience. Again, mental health took over as an epicentre of overall wellbeing, reminding us of the power of ‘mind matters’ over ‘money matters’. The health sector disparities and unpreparedness to combat any sort of pandemic situation surfaced not only in resource-limited countries like ours but the uneasiness of the developed world became exposed. The pandemic had been a harsh learning experience for all of us, irrespective of our position in the spectrum.


2012 ◽  
Vol 9 (2) ◽  
pp. 70-102 ◽  
Author(s):  
Kelly Silva

This article discusses certain technologies with which government practices are diffused on a global scale and some of the effects of this process. Using Foucault as a main source of inspiration, the circulation of know-how and capital are seen as the principal means by which government practices are irradiated. By analyzing social techniques such as projects, programs, conditionalities, documents, international laws and others, I argue that these are fundamental conduits for devising and reproducing the global order. In a second moment, I approach some of the outcomes of developmental practices in processes of state building and other political dynamics among recipients and donor countries. I stress some of the political, economic and social impacts of local appropriations of development actions. Of these, I emphasize those related to capacity building and what I call the misrecognition effect. The final remarks propose an articulated perspective on government practices that are shaped by diverse strategies.


2020 ◽  
Vol 36 (6) ◽  
pp. 33-35

Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings This research paper concentrates on assessing the effectiveness of training provided through the Israeli military that was advertised as developing leadership skills. The analysis reveals that the training was misadvertised because in fact its actual focus was on embedding traditional, conservative values in the soldier delegates and made no mention of leadership. Maintaining congruence in the advertised and actual content is key in avoiding damage to employee performance and loyalty, and in supplying an effective learning experience. Originality/value The briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.


2020 ◽  
pp. 103985622092887
Author(s):  
Stephen Parker ◽  
Nicola Warren ◽  
Sarah Hamilton ◽  
Sidney Cabral ◽  
Jimsie Cutbush

Objective: Evaluation of a blended learning adaptation of the accreditation process for supervisors in the Royal Australian and New Zealand College of Psychiatrists’ (RANZCP) Competency-Based Fellowship Program. Method: The adaption of the accreditation process is described, and a mixed-methods approach was taken in its evaluation. Descriptive statistics are presented for participant responses to and engagement with interactive workshop elements. The Wilcoxon signed ranks test was applied to examine the change in participants’ confidence in their understanding of the expectations of a supervisor at the commencement and conclusion of the workshop. Free text evaluative responses were subject to qualitative content analysis. Results: Most participants expressed a preference for the blended learning workshop format and indicated that live polling improved the learning experience. Additionally, participants expressed greater confidence in their understanding of the expectations of the supervisor role following workshop completion. Conclusions: The blended learning approach to supervisor training was preferred by participants and may provide a model to be adopted by other training committees and institutions.


2017 ◽  
Vol 48 ◽  
pp. 135-147 ◽  
Author(s):  
Susan Kane ◽  
William Raynolds ◽  
Sam Carrier

AbstractThis essay outlines the capacity-building work of the American Archaeological Mission to Libya between the years 2005 and 2016. This work was made possible by grants from the US Embassy to Libya, the US State Department Ambassadors Fund for Cultural Preservation (AFCP) and the Bureau of Near Eastern Affairs in Washington, DC. The principles and objectives underlying our capacity-building programme were inspired by the 2003 UNESCO World Heritage Centre Mission Report by Giovanni Boccardi, in particular his recommendation that the Libyan Department of Antiquities obtain training in the best modern cultural heritage management practices via sustained partnerships with external professionals and organisations.


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