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"Training evaluation"
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Impact analysis of human factors on power system operation reliability
Along with the improvement of electrical equipment reliability, people’s unsafe behaviors and human errors have become one of main sources of risks in power systems. However, there is no comprehensive study on human factors and human reliability analysis in power systems. In allusion to this situation, this paper attempts to analyze the impact of human factors on power system reliability. First, this paper introduces current situation of human factors in power systems and the latest research progress in this field. Several analysis methods are proposed according to specified situations, and these methods are verified by some power system practical cases. On this base, this paper illustrates how human factors affect power system operation reliability from 2 typical aspects: imperfect maintenance caused by human errors, and impact of human factors on emergency dispatch operation and power system cascading failure. Finally, based on information decision and action in crew (IDAC), a novel dispatcher training evaluation simulation system (DTESS) is established, which can incorporate all influencing factors. Once fully developed, DTESS can be used to simulate dispatchers’ response when encountering an initial event, and improve power system dispatching reliability.
Journal Article
Establishing the financial returns arising from an evaluation of a retail training programme
Purpose
The purpose of this paper is to propose an evaluation of training for shop assistants, specifically in retail chains.
Design/methodology/approach
The proposed evaluation is based on Kirkpatrick’s model and Phillips’ modification. The representative case study includes the application of the training evaluation at the fourth and fifth levels of evaluation in a particular chain of retail stores. The data were collected from the retail chain’s financial reports, internal documents related to training of employees and interviews with managers in the retail chain.
Findings
The results contribute to the training evaluation literature by presenting a training evaluation for shop assistant using evidence from a retail chain. The training focussed on selling skills and product knowledge; the details of evaluating the training are presented, encompassing mainly the benefits and costs of the training and return on investment calculation.
Research limitations/implications
The training evaluation was tested only in selected types of training courses for shop assistants. To generalise the results, its adoption in different types of training and retail companies is required in future research.
Practical implications
The application of this training evaluation should help to achieve training objectives and enhance the quality of training in the retail chain. The results of the paper can be used as practical inspiration for managers of retail stores.
Originality/value
This paper proposes and applies a specific evaluation of training courses in retail.
Journal Article
Studying the effectiveness of teacher education : early career teachers in diverse settings
This book provides an evidentiary basis for policy decisions regarding initial teacher education and beginning teaching and informs the design and delivery of teacher preparation programs. Based on a rigorous analysis of international literature and the policy context for teacher education globally, and assessing data generated through a longitudinal study conducted in Australia, it investigates the effectiveness of teacher education in preparing teachers for the variety of school settings in which they begin their teaching careers.
Book
Assessing veterinary students using in-training evaluation scores: what is being assessed?
In-training evaluations are commonly used for assessing veterinary students during clinical training, but are criticised for being unable to discriminate dimensions of performance. This study investigated scores on an in-training evaluation in use at one veterinary school to determine the dimensions being assessed and the influence of the dimensions on the overall score awarded. Common factor analysis and ordinal logistic regression were conducted on a retrospective sample of 3466 evaluations of 197 final year veterinary students. The findings suggested a higher-order dimensional structure, with one overarching factor and two to four subfactors, consistent with the complex construct of competency that thSAS Institute e assessment was intended to assess. In the four -factor model, all dimensions were significantly related to overall grade, with the effects of the professional attitude factor and the knowledge factor dependent on the placement. The professional attitude factor had the strongest effect on overall grade (β=2.71, P=0.0004). There was a significant effect of placement on overall grade (P=0.021). Neither academic status of the supervisor nor grade point average had significant effects on the overall grade (P>0.49), and a student’s overall grade did not significantly differ over time (P=1). The results suggest that the complexity of supervisor judgement is effectively represented in evaluation scores.
Journal Article
Assessment in physical education : a sociocultural perspective
This text makes an important contribution to our understanding of the socio-cultural issues associated with assessment in PE, in terms of its systemic development as well as at the level of pedagogic relations between PE teachers and their students.
Book
Longitudinal assessment of competency development at The Ohio State University using the competency-based veterinary education (CBVE) model
With the development of the American Association of Veterinary Medical Colleges' Competency-Based Veterinary Education (CBVE) model, veterinary schools are reorganizing curricula and assessment guidelines, especially within the clinical rotation training elements. Specifically, programs are utilizing both competencies and entrustable professional activities (EPAs) as opportunities for gathering information about student development within and across clinical rotations. However, what evidence exists that use of the central tenets of the CBVE model (competency framework, milestones and EPAs) improves our assessment practices and captures reliable and valid data to track competency development of students as they progress through their clinical year? Here, we report on validity evidence to support the use of scores from in-training evaluation report forms (ITERs) and workplace-based assessments of EPAs to evaluate competency progression within and across domains described in the CBVE, during the final year clinical training period of The Ohio State University's College of Veterinary Medicine (OSU-CVM) program. The ITER, used at the conclusion of each rotation, was modified to include the CBVE competencies that were assessed by identifying the stage of student development on a series of descriptive milestones (from pre-novice to competent). Workplace based assessments containing entrustment scales were used to assess EPAs from the CBVE model within each clinical rotation. Competency progression and entrustment scores were evaluated on each of the 31 rotations offered and high-stakes decisions regarding student performance were determined by a collective review of all the ITERs and EPAs recorded for each learner across each semester and the entire year. Results from the class of 2021, collected on approximately 190 students from 31 rotations, are reported with more than 55 299 total competency assessments combined with milestone placement and 2799 complete EPAs. Approximately 10% of the class was identified for remediation and received additional coaching support. Data collected longitudinally through the ITER on milestones provides initial validity evidence to support using the scores in higher stakes contexts such as identifying students for remediation and for determining whether students have met the necessary requirements to successfully complete the program. Data collected on entrustment scores did not, however, support such decision making. Implications are discussed.
Journal Article
Supervisor descriptions of veterinary student performance in the clinical workplace: a qualitative interview study
This qualitative study investigated the qualities of veterinary student performance that inform a supervisor's impression of their competency. Semi-structured interviews were conducted with a purposive sample of 15 supervisors from different veterinary subdisciplines, to elicit descriptions of excellent, weak and marginal students. Thematic analysis of transcriptions revealed 12 themes, of which engagement was frequently discussed and of stated importance, and trustworthiness was a differentiator of weak and marginal students from excellent students. Other themes were knowledge, application of knowledge, technical and animal handling skills, communication, social interaction, personal functioning, caring for animals, impact, prospects and the difficulty in judging competency. Patterns of association of themes were found, however themes were also used independently in unique combinations for most students described. The findings show the range of abilities, behaviours, attitudes and personal characteristics of students that are considered by supervisors and how these are weighted and balanced. The key contribution of engagement and trustworthiness to the overall impression aligns with research indicating their importance for success in clinical practice, as both contributors to competency and indicators of it. The findings may inform future design and investigation of workplace-based learning and in-training evaluation, as well as conceptions of veterinary competency.
Journal Article