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Employment is the cornerstone for many adults' lives. Not only does a career increase resources, it also provides an individual with greater life satisfaction as a result of decreased isolation [...], Work-based learning experiences (WBLEs) are important pre-employment experiences for preparing students with disabilities for competitive employment. However, little is known about what evidence-based behavioral and instructional strategies are used by transition personnel to support students in these settings. Results from this survey study indicated the most common problem behaviors students engaged in during WBLEs were off-task behaviors and the most common behavior strategy/intervention used to address problem behaviors was social skills training. The most common instructional strategy used during WBLEs was performance feedback. In addition, there was a significant difference between instructional strategies transition personnel received training/professional development on and instructional strategies commonly used by transition personnel to support students. Keywords: WBLE, Work-based learning experiences, secondary transition, instructional strategies, behavioral strategies

Youth with disabilities face difficulties resulting from attitudinal, environmental, and organizational barriers not only in initially accessing and entering school (World Health Organization [WHO], 2011), but also as they transition from school age youth to working adults. With a focus on facilitating a better understanding of the issues, challenges, and solutions associated with the design and implementation of career development services for youth with disabilities, this article describes the status quo for students with disabilities in South Korea and then discusses career development services that potentially reduce variation, help facilitate optimal career development, and promote future employment opportunities. To accomplish this task, we explore the intersection of culture, theory, and policy in the Korean transition service delivery system. Keywords Youth with disabilities, career development, employment, education, transition service, Introduction The educational dropout rate for youth with disabilities is disproportionate to that of their nondisabled peers, resulting in difficulties for them in accessing vocational training and employment (Mitra, Posara, [...]

In their work on empirically valid principles of training, Healy and her colleagues (Healy, Schneider, & Bourne, 2012) follow the work of Salas, Cannon-Bowers, and Blickensderfer (1999) in describing a [...], Alice Healy has dedicated much of her work to questions of skill acquisition, retention, and transfer. In the process, she has come to identify numerous training principles that have been shown to promote the acquisition, retention, and transfer of knowledge and skills in laboratory studies. The goal of this article is to translate some of the training principles offered by Healy and her colleagues (Healy, Schneider, & Bourne, 2012) into real-world, practical training specifications for the particular context of pilot training at the airline level. The training approach described here suggests structuring all of airline pilot training as line-oriented flight training (LOFT), where the notion of "line" refers to the air-line drawn on a map between a departure airport and a destination airport.

Emotional labor refers to the process by which workers manage their emotions to align with organizational rules (Hochschild). Extant research shows that structurally disadvantaged groups (e.g., women and people of [...]

The authors developed and evaluated an expert system-based training system using Information Systems Design Theory (ISDT). First, an Expert System for Training (EST) was designed and implemented, and then a version of EST without expertise features, called IST, was also created. In order to evaluate which training system (if any) delivers better training, a three-group quasi-experiment was used. Each group was trained to use Statistical Process Control (SPC). One group was trained using the EST; outcomes for this group were significantly the highest among the three. A second group was trained using the IST; outcomes were not as high as the first group but significantly higher compared with the control group. The control group was trained with traditional means. Results show that the ISDT led to a useful purposely- developed application for enhancing the training of workers who have limited education but need to know about a very specific and complex field where the availability of trainers is limited. The authors call for further research that uses this ISDT to build purposely-developed software to support training of complex tasks. Keywords: Expert Systems, Information Systems Design Theory (ISDT), Information Systems Development, Statistical Process Control (SPC), Training, INTRODUCTION This paper reports the development of an information systems design theory (ISDT) for an expert system to support worker training. It describes design research that produced a system to [...]

The improvement of the employment rate and quality of career opportunities for people with intellectual and developmental disabilities (IDD) is a high priority across the country, and is supported by [...], The purpose of this study was to validate a training curriculum for employment consultants who assisted job seekers with intellectual or developmental disabilities in finding individual paid employment. Eighty-four employment consultants from 25 employment programs were randomly assigned to either an intervention or control group. After receiving training, the employment consultants in the intervention group reported, on average, 3.4 more placements during a one year period, $0.99 greater hourly earnings, and 6.7 more weekly work hours, compared to the employment consultants in the control group. Based on these findings, we recommend that training and mentoring activities be provided for employment consultants to enhance individualized job placement and supports.

This paper presents two case studies focusing on formative evaluation training of novice designers within an online flash development course. The training was designed using experiential learning principles. An online survey was administered to investigate the effectiveness of the instructional design. Although the training enhanced students' understanding of formative evaluation, various challenges were identified and modifications were made to the instructional content and design. A second case study was implemented to verify the effectiveness of the changes and to better understand novice designers' learning. Survey findings supported the effectiveness of modifications. Common themes and challenges in both cases were identified and future changes to the instructional strategies were also proposed., INTRODUCTION Formative evaluation is 'the systematic collection of information for the purpose of informing decisions to design and improve the product' (Flagg, 1990, pp.1-2). One idea central to formative evaluation [...]

Summary This is the second of two articles looking at the use of training needs analysis frameworks to streamline the provision of continuing professional development (CPD) in healthcare settings. The [...]

Abstract In this study, we estimate a semiparametric hazard model to assess the impact of vocational training on the duration of unemployment spells. Our research work is based on the [...]

Public libraries have staff for young people's services, build collections, conduct programs and market services for teenagers and young adults. They are an important client group. Yet many library staff [...]

Four participants in the Association for Research Libraries (ARL) Research Library Leadership Fellows program surveyed the 2004-2006 and 2007-2008 cohorts and the sponsoring library directors to ascertain the impact and the value of the program. The results of the survey show evidence that the program has had a significant impact on and has been of value to the program participants and the sponsoring ARL directors. KEYWORDS Association of Research Libraries, leadership, succession planning, surveys DOI: 10.1080/01930820903396780

The determinants of investments in and returns to training are examined with focus on technical change by using Thai manufacturing firms' employee panel data. The returns to informal on-the-job training are strong, while technical changes encourage both on-the-job and off-the-job training and control of these changes enlarge returns to on-the-job training.

FEDERAL WELFARE LEGISLATION enacted in the mid-1990s heightened concern about the well-being of poor individuals with substance-use problems (Metsch and Pollack, 2005). In the post-welfare-reform era, helping clients with substance-use [...], Objective: This study tested whether coordinated care management, a continuity of care intervention for substance-use disorders, improved employment among men and women on public assistance compared with usual welfare management. Method: Participants were 421 welfare applicants identified via substance-use-disorder screening and assigned via a computerized allocation program to coordinated care management (CCM; n = 232) or referral and monitoring practices in usual care (UC; n = 189). Substance use, treatment attendance, job training and search activities, and employment outcomes were assessed for 1 year after baseline. Results: Men were more likely to be working than women overall. Among women, CCM clients increased their employment over time, whereas UC clients remained stable at very low employment levels. There were no treatment effects on employment for men. Also among women only, greater substance-use-disorder treatment attendance and abstinence in the first 6 months of CCM predicted higher rates of later employment. Job training activities were low and did not differ by condition between either gender. Conclusions: Findings are consistent with previous research supporting the effectiveness of case management for improving abstinence, which leads to employment gains, among substance-using women on public assistance. In contrast, various mandated elements of welfare-to-work programs for substance users--treatment attendance, case management, job training--did not improve employment rates for men. Implications of study results for designing effective welfare-to-work interventions in a post-welfare-reform era are discussed.